Abstract

BARROS, Mirelly da Silva et al. Higher education students’ perceptions about an educational process mediated by storytelling*. Educ. Pesqui. [online]. 2024, vol.50, e276324.  Epub Nov 07, 2024. ISSN 1678-4634.  https://doi.org/10.1590/s1678-4634202450276324por.

This study aimed to analyze higher education students’ perceptions about an educational process focused on early childhood, mediated by storytelling in an interprofessional approach. The methodology adopted was a single case study of the evaluative type. Undergraduate students from a public university in northeastern Brazil participated. The data were co-produced from an interprofessional educational process, in a hybrid format, mediated by children’s stories, called Naveghi. The activities included online meetings on Google Meet® and in-person practical activities in community spaces for caring for children and families. The data collection instruments were: 1) individual interest letter; 2) initial and final forms; 3) narratives and productions throughout the theoretical and practical meetings; 4) individual portfolio; and 5) evaluative focus group. Data analysis was performed with categorization based on Vygotsky’s framework. Students highlighted emotional elements and knowledge about their childhoods, and expanded their skills related to child and family care, such as communication and qualified listening in joint and interprofessional actions mediated by storytelling. Storytelling proved to be a potential tool for the teaching-learning process with undergraduate students, with the integration of affections and emotions. The approach favored interprofessional collaboration and the reflection of theoretical and practical knowledge to consolidate practices related to child and family care based on aesthetic and emotional aspects.

Keywords : Children’s literature; Interprofessional education; Higher education; Children; Preschool.

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