Sentidos interculturais no ensino-aprendizagem de língua inglesa com leitura de histórias na educação infantil

Abstract

This research aimed to produce understandings about intercultural meanings through the reading of stories in the English language textbook for Early Childhood Education. For this purpose, we considered the power of the stories as a pedagogical resource to foster these meanings necessary for the development of critical intercultural awareness from early childhood. The study was developed through the bibliographic-documentary method, whose approach explored and analyzed the story reading in the textbook Marcha Criança. The stories worked on with the children in Group 5 were selected in search of answers to understand how story reading can develop intercultural meanings with children in Early Childhood Education. During the research, we were grounded in theoretical understandings aligned with the phenomena surrounding the scientific object, namely: intercultural meanings in dialogue with Barbosa and Almeida (2022); intercultural perspective based on the formulations of Mendes (2011) and Barros and Siqueira (2013); reading in foreign language teaching in childhood from the perspective of Oliveira and Almeida (2018) and Almeida and Oliveira (2024); story reading with the understandings of Oliveira (2021). The research findings show that the stories can become an important mediating element for expanding intercultural meanings through dialogical attitudes with children to explore their world knowledge, built in the interactions they establish with people and with the readings they have already done.