We are all made of stories: children oral narrative as allies in the learning process

Abstract

The purpose of this research paper is to show the importance of children oral narratives in the mobilization of Higher Psychological Functions (HPFs). A literature review was carried out, having both Vygotsky and Bruner as references. The methodology used was a comparison between studies that seek to understand the development of higher psychological functions in formal learning environment with studies that analyzed the role of oral narratives in school learning. It was reckoned that oral narratives are built in the interaction and interlocution with others, providing children with experiences of authorship and co-authorship in this process. It was observed that the contact, the stimulus, the support to the practice of oral narratives potentialize oral development, the complexity of thought, the use of imagination, inventiveness, memory and of other higher psychological functions.