Tell stories is not a game

Abstract

This work deals with telling stories in schools. To do so, we sought to subsidies in areas such as Literature, Education and Library Science, but also on personal sources of two story tellers (an educator and a librarian). Despite making a memoirist approach with a language often in an oral rhythm, the authors share information and research that can lead, both educators and librarians, to reflect on the importance of telling stories in school. Noteworthy are the elements: voice, body, presence and literary text that interfere in the act of storytelling to different kinds of public and at different ages. The methodological procedures used were bibliographical method and biographical narrative method, which is widely used among members of a family and in this case a group of storytellers. In conclusion, we pointed out that there is not many researches into the narrative stories in the Library and Education courses, and this can interfere with this practice by teachers and librarians. There is a deficiency in the curriculum of these graduations, these professionals need constant updating. Another important aspect to highlight is that oral storytellers need to enjoy literary works to influence their readers.