STORYTELLING AS A RESOURCE FOR TRANSMITTING THE VALUE OF INCLUSION IN KINDERGARTEN AND ELEMENTARY SCHOOL

• DOI: https://doi.org/10.22533/at.ed.558522516017

• Palavras-chave: story, inclusion, education, values

• Keywords: story, inclusion, education, values

• Abstract:

  Considering that every educational system should aim at the integral formation of the person, transversal contents acquire a vital importance in all educational stages, especially in those that form the basis that will later support the rest of learning. In this sense, working on inclusion in the classroom from experience and from those resources that are close to the child facilitates the acquisition and assimilation of its importance. Therefore, the objective of this experience was to work on and highlight inclusion in the classroom through stories in Pre-school and the first stage of Primary Education. The project involved 2,000 students from 7 schools, 1,400 of whom were in kindergarten, aged 3 to 5 years, and 600 in primary school, aged 6 to 7 years. The data collection was carried out by means of an observational record sheet, which was used to measure the level of comprehension of the texts and the knowledge of the value of inclusion, contained in the moral of the stories. A total of 40 sessions were used, attended by an average of 55 children in each one, and where a total of 50 stories focused on inclusion were told through kamishibai (Japanese paper theater). As a result, 90% of the students understood the story globally and learned the meaning of inclusion. This shows the value of storytelling as a transmitter of values and a means of learning in the early years of schooling.