One, two, three tales: The tales and I am fascinated again
The activities developed were carried out at the Child Interaction Center - CeCI/Unicamp, on the Tales Class, containing 20 children aged 5 and 6 years old. It occurred in 2015. The children's stories led to curiosities and observations by children, through drawings and make-believe games. They...
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| Format: | Online |
| Language: | Portuguese |
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Universidade Estadual de Campinas (UNICAMP)
2016
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| Online Access: | https://econtents.sbu.unicamp.br/eventos/index.php/simtec/article/view/9791 |
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| author | Santos, Meigue Alves Avelar, Giselle Cristina Souza, Izameli Stripoli |
| author_facet | Santos, Meigue Alves Avelar, Giselle Cristina Souza, Izameli Stripoli |
| author_sort | Santos, Meigue Alves |
| collection | Portal de Eventos Científicos da UNICAMP |
| container_reference | Resumo dos trabalhos do SIMTEC Simpósio dos Profissionais da UNICAMP; v. 6 (2016): Temática: UNICAMP 50 ANOS - Memórias, Experiências e Trajetórias profissionais; 183-183 |
| description | The activities developed were carried out at the Child Interaction Center - CeCI/Unicamp, on the Tales Class, containing 20 children aged 5 and 6 years old. It occurred in 2015. The children's stories led to curiosities and observations by children, through drawings and make-believe games. They wanted to learn more about traditional children's stories. From that, we started to experience the Red Riding Hood, Snow White, Rapuzel stories and so on. We told traditional stories under other perspectives, such as Colored Riding Hoods, Snow White and Seven Versions, Johns and Marys, Rapunzel, a Fabulous Fairytale. The purpose was to recognize the importance of children's literature and its encouragement to form children's reading habit on child education, with this being a way for the child to develop imagination, emotions and feelings in a pleasing and meaningful way. The experiences resulted in activities such as puppet building, drawings, retelling and role-plays. The languages were the symbolic means by which children could interexchange between repertoire of symbols and meanings acquired from the stories read and the world around them. The results were positive from the activities performed. The importance of inserting the individual in the symbolic world, through stories and influences undergone by them, since "stories stimulate development [...], the hypothetical thinking, the logical reasoning, divergent or convergent thinking, the spatial and temporal relations", and valuing the children's stories contribution. |
| first_indexed | 2025-10-08T14:05:09Z |
| format | Online |
| id | ojs-article-9791 |
| institution | Universidade Estadual de Campinas |
| issn | 2525-5398 |
| language | por |
| last_indexed | 2026-09-21T21:01:56Z |
| publishDate | 2016 |
| publisher | Universidade Estadual de Campinas (UNICAMP) |
| record_format | ojs |
| spelling | ojs-article-97912026-09-21T13:57:49Z One, two, three tales: The tales and I am fascinated again Era um, eram dois, eram três contos : os contos e me encanto outra vez Santos, Meigue Alves Avelar, Giselle Cristina Souza, Izameli Stripoli Historias. Imaginação. Linguagens. The activities developed were carried out at the Child Interaction Center - CeCI/Unicamp, on the Tales Class, containing 20 children aged 5 and 6 years old. It occurred in 2015. The children's stories led to curiosities and observations by children, through drawings and make-believe games. They wanted to learn more about traditional children's stories. From that, we started to experience the Red Riding Hood, Snow White, Rapuzel stories and so on. We told traditional stories under other perspectives, such as Colored Riding Hoods, Snow White and Seven Versions, Johns and Marys, Rapunzel, a Fabulous Fairytale. The purpose was to recognize the importance of children's literature and its encouragement to form children's reading habit on child education, with this being a way for the child to develop imagination, emotions and feelings in a pleasing and meaningful way. The experiences resulted in activities such as puppet building, drawings, retelling and role-plays. The languages were the symbolic means by which children could interexchange between repertoire of symbols and meanings acquired from the stories read and the world around them. The results were positive from the activities performed. The importance of inserting the individual in the symbolic world, through stories and influences undergone by them, since "stories stimulate development [...], the hypothetical thinking, the logical reasoning, divergent or convergent thinking, the spatial and temporal relations", and valuing the children's stories contribution. As atividades desenvolvidas foram feitas no Centro de Convivência Infantil – CeCI/ Unicamp, na Turma do Contos, contendo 20 crianças de 5 e 6 anos. Ocorreu em 2015, as histórias infantis levaram a curiosidades e observações das crianças, através de desenhos, das brincadeiras de faz-de-conta. Queriam conhecer mais sobre as histórias tradicionais infantis. A partir disso, iniciamos as vivências das historias Branca de neve, Chapeuzinho Vermelho, Rapunzel, e assim por diante. Contamos historias tradicionais sob outras perspectivas, tais como , Chapeuzinhos Coloridos, Branca de neve e as Sete Versões, Joões e Marias, Rapunzel, um Conto da Fadas Fabuloso. O objetivo foi reconhecer a importância da literatura infantil e o seu incentivo na formação do hábito de leitura das crianças na educação infantil, sendo esse um meio pelo qual a criança a desenvolve a imaginação, emoções e sentimentos de forma prazerosa e significativa. As vivências resultaram em atividades como construção de fantoches, desenhos, recontos e dramatizações. As linguagens foram os meios simbólicos pelos quais as crianças puderam fazer intercâmbio entre o repertório de símbolos e significados adquiridos a partir das histórias lidas e do mundo que as cercam. Os resultados foram positivos das atividades realizadas. Observou-se a importância de inserir o indivíduo no mundo simbólico, através das histórias e as influências sofridas por elas, pois “as histórias estimulam o desenvolvimento [...], o pensamento hipotético, o raciocínio lógico, pensamento divergente ou convergente, as relações espaciais e temporais", e valorizando a contribuição das histórias infantis. Universidade Estadual de Campinas (UNICAMP) 2016-10-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Pesquisa bibliográfica Analytical Research application/pdf https://econtents.sbu.unicamp.br/eventos/index.php/simtec/article/view/9791 10.20396/simtec.v6.2016.9791 Resumo dos trabalhos do SIMTEC Simpósio dos Profissionais da UNICAMP; v. 6 (2016): Temática: UNICAMP 50 ANOS - Memórias, Experiências e Trajetórias profissionais; 183-183 2525-5398 por https://econtents.sbu.unicamp.br/eventos/index.php/simtec/article/view/9791/12667 Copyright (c) 2016 Meigue Alves Santos, Giselle Cristina Avelar, Izameli Stripoli Souza https://creativecommons.org/licenses/by/4.0 |
| spellingShingle | Santos, Meigue Alves Avelar, Giselle Cristina Souza, Izameli Stripoli Historias. Imaginação. Linguagens. One, two, three tales: The tales and I am fascinated again |
| title | One, two, three tales: The tales and I am fascinated again |
| title_full | One, two, three tales: The tales and I am fascinated again |
| title_fullStr | One, two, three tales: The tales and I am fascinated again |
| title_full_unstemmed | One, two, three tales: The tales and I am fascinated again |
| title_short | One, two, three tales: The tales and I am fascinated again |
| title_sort | one, two, three tales: the tales and i am fascinated again |
| topic | Historias. Imaginação. Linguagens. |
| url | https://econtents.sbu.unicamp.br/eventos/index.php/simtec/article/view/9791 |
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