PURPOSE: to build and analyze an experience in the teacher's formation in his/her narrativity and the effects of it on the children's narrativity. METHOD: the sample consisted of two pre-school teachers, 28 students, composing two groups of 14, one for each teacher, being one the experimental group and the other the control group, and the children's parents as the environmental control. Evaluations were conducted through filming sessions of the teachers, collection of children's narratives and a questionnaire about how the recounting activity was developed at home. RESULTS: the process of pnonoaudiologist/teacher mediation, focusing on narrative, caused variation not only in the teacher's way of narrating, but also in the children's narrative categories, demonstrating the importance of a professional who can advise the teacher in his/her practice by bringing in new theoretical support. CONCLUSION: after the development of this study, it was observed that the Mediated Learning Experience (MLE) and the interactionism principles on language acquisition and narrative development were effective in building teacher's formative experience to improve his/her narrativity and that the teacher's evolution was reflected in the development of the children's narrative skills.
Speech; Language and Hearing Sciences; Language; Learning
