CHILDREN'S LITERATURE AS A TEACHING RESOURCE FOR THE DEVELOPMENT OF SOCIAL SKILLS IN SCHOOL DAILY LIFE

Abstract

The present study aimed to identify the knowledge and adherence of Elementary School I teachers to the use of children's stories to expand the Social Skills (SS) repertoire. Twelve teachers working in the 2nd or 3rd years of Elementary School I from different public schools located in the city of Rio de Janeiro participated. It was a descriptive, cross-sectional, qualitative and quantitative research. The interview was structured with open and closed questions and divided into three sections. The first aimed to obtain sociodemographic data of the researched subjects. Section two sought to investigate how teachers used Children's Literature books in the classroom and if they recognized HS in their students' interpersonal relationships. Section three aimed to identify whether they used any material, such as puppets, for storytelling. The interviews were conducted online via the Zoom platform. The analysis of the information was carried out in two stages: first, the quantitative verification of the answers to the closed questions was carried out, and then the qualitative investigation of the open questions was carried out, using Bardin's Content Analysis method. It was found that teachers recognize the Children's Literature book as a favorable resource for the socio-emotional and cognitive development of their students. However, they do not know the SS theory, do not recognize such skills in everyday life, do not know how to develop them and are limited in their ability to stimulate socially skilled behavior in interpersonal relationships established at school.