FAIRY TALES AND THE BLACK CHILD'S IDENTITY BUILDING PROCESS

Abstract

This article is the result of actions developed in a 45-hour component in a post-graduate course (master's and doctorate), in 2018. Nineteen students enrolled in the component on their reading training and as a listener of stories were heard, dialoguing with their experiences as teachers, seeking to understand: what is the reading constitution of reading mediators? To achieve an answer to this question, sensitive listening was used as a methodological device for the production of information, recorded in a field diary, in addition to the individual writing of a memorial. The general objective was the description of mediations that are established in the classroom in the storytelling process through the orality of storytelling. The results pointed to pedagogical reflections on the approach to orality as a practice in classes with children, youth, adults and the elderly. The research was anchored mainly in: Soares (2004); Orlandi (2003) and Oliveira (2018).