PLANEJAMENTO, CONDUÇÃO E MEDIAÇÃO

Abstract

This study addressed storytelling in education, emphasizing teacher education for planning, conducting, and mediating narratives through pedagogical questioning and formative feedback. The research problem was: how did teacher education for storytelling, with emphasis on planning, conducting, and pedagogical mediation through questions and formative feedback, contribute to qualify the implementation of narratives in education and enhance student learning? The general objective was to systematize theoretical-methodological foundations and guidelines for teacher education in storytelling, highlighting planning, conducting, and mediation through questions and formative feedback as structuring elements for learning. The methodology was a bibliographic study, based on surveying, selecting, and analyzing academic publications in the field, organized into thematic categories. In the development, foundations of storytelling as a didactic-pedagogical strategy were discussed, as well as key formative dimensions for narrative teaching, emphasizing mediation as the core for pedagogical effectiveness, supported by progressive questioning and guiding feedback. In the final considerations, it was found that the qualification of storytelling depended on intentional planning, consistent conducting, and especially on teacher mediation through questions and formative feedback, indicating the relevance of empirical studies to broaden understanding across different school contexts.