Aprendizagens e afetos

um relato de experiência na Educação Infantil

Abstract

This article presents an experience report developed in Early Childhood Education, grounded in key Brazilian normative documents (LDB, DCNEI and BNCC) and in classical theoretical references such as Vygotsky, Freire, Piaget, Wallon, Kishimoto, Kramer and Horn. The study describes the project “Discovering the World Through Stories,” carried out with five-year-old children in a public school in Taubaté (SP), whose aim was to promote meaningful learning through children’s literature, play and social interactions. The methodology consisted of a descriptive and qualitative experience report conducted over one semester. The data analyzed emerged from participant observation, pedagogical records (notes, authorized photographs and children’s productions) and the teacher’s critical reflection, articulating theory and practice as discussed by Lüdke and André, Bogdan and Biklen, and Schön. The analysis of episodes, interactions and productions occurred continuously and interpretatively, recognizing the teacher as a researcher of their own practice, in line with the DCNEI. The experience revealed advances in children’s oral language, imagination, autonomy, socialization and emotional expression, demonstrating the potential of literature as a mediator of integral development. The study directly aligns with SDG 4 – Quality Education, by promoting inclusive, equitable and humanizing practices, contributing to the goals of the 2030 Agenda through intentional and culturally meaningful pedagogical actions. The article also discusses the challenges faced, the importance of sensitive listening and the teacher’s role as mediator, relating the practice to legal frameworks and theories of child development.