The dialogical reading of tales as a support for the development of high school student's socioemotional skills

Abstract

Brazilian education, according to the guidelines of the Common National Curricular Base, should increasingly focus on transforming the student into the protagonist of their own learning, exploring their potential and values, thus becoming an empathetic and collaborative citizen. This vision requires, in a way, that academia turn its attention to issues related to basic education, in order to think of holistic pedagogical proposals that focus on the development of cognitive skills, connected to socioemotional issues of students. In view of this, we aim to explore the dialogical teaching of reading as a promoter of the development of social and emotional skills, through reading and listening of the tale genre examples, promoting collaborative learning, within the curriculum integration proposal, disseminated by the official educational documents, whose purpose is to contribute to the strengthening of the integral education of high school students. Our theoretical framework will be based on the ideas disseminated by the Dialogical Discourse Analysis, allied to the issues of Psychology with purposes for school education. We believe that the dialogical teaching of tales reading can mobilize themes that help in the development of subjects in their entirety.