Práticas de contação de histórias em comunidade e escola do Vale do Jequitinhonha

Abstract

This dissertation focuses on the storytelling practices as a form of artistic, political, and pedagogical language, affirming knowledge, and strengthening the relationship between school and community. Its main goal was to identify and analyze the storytelling practices of teachers who work in a rural school, students from two multigrade elementary school classes in the same school, and storytellers from the community where the students live. The research was developed from interviews with teachers and students from a Municipal School in a Rural Community, Municipality of Araçuaí – MG, in the Jequitinhonha Valley. Interviews were held with two teachers and three students from the school and with three storytellers from the community during the period of the coronavirus pandemic, requiring adjustments for the development of research remotely. To better understand the topics addressed, we rely on the following theoretical framework: for online interviews we used some elements of virtual ethnography/netnography (Santhiago; Magalhães, 2020); to discuss orality in the context of literacies, Soares (2003; 2010), Kleiman (1995; 2010); for questions regarding literary literacy, we rely on studies by Paulino (1999; 2006; 2012), Cosson (2014); Bakhtin (2003; 2006) supported the conception of language as a process of social interaction; for the act of telling/narrating, the studies of Patrine (2005), Benjamin (2008), Machado (2004), Matos (2005), Tahan (1961) and Busatto (2006 and 2012) among others. The paper is structured in 4 chapters. In the Introduction, the context and methodology of the research are presented; Chapter 1 brings information about the Jequitinhonha Valley and its cultural manifestations with emphasis on the practice of storytelling; Chapter 2 presents a reflection about what the teachers said about the storytelling practices; Chapter 3 discusses storytelling in school and community, through the vision of the interviewed students; Chapter 4 brings the voice of the storytellers, aiming at analyzing the ways this practice happens in the community; and, finally, the Final Considerations outline a synthesis of these different voices that converge for the permanence of the tradition of storytelling in this community of the Jequitinhonha Valley, Minas Gerais.