Storytelling to, With, and By Children in Outer Early Childhood School

Abstract

In this article, I propose the analysis of narrative performances by children in early childhood made in the playful workshop Caixinha de guardar o tempo (Little box to keep the time), held in person in December of 2021, in four public institutions of Early Childhood Education  located in the outskirts of Distrito Federal. I establish a dialogue between knowledge of Cultural-Historical Theory, Childhood Social Studies and Performance Studies as a theoretical basis, to discuss the power of storytelling by children in preschool, in a shared dialogical perspective. The methodology is based on performative ethnography with artistic-pedagogic actions, such as reading mediation and storytelling, allowing space and time for creation and materialization of children’ narrative performances, with audio recording, transcription and production of the book Crianças Narradoras (Children Narrators). I highlight the understanding of singular ways that children create and (re)create, with authorship, the narrated stories in educational contexts, which are evidenced as performative practices of cultures production in childhood.