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A narrativa é um aspecto prioritário do desenvolvimento a ser possibilitado na escola infantil, pois envolve a comunicação e a ludicidade, a socialização e a construção da identidade. Este trabalho investiga os contextos e a interlocução na construção de narrativas por crianças na rotina de uma turma de educação infantil. Participaram 14 crianças entre cinco e seis anos e seus educadores. Numa abordagem de tipo etnográfico, registraram-se as narrativas e seus contextos de produção. Verificou-se que as crianças narraram principalmente nos momentos informais, e menos nas oportunidades de fala eliciada e apoiada pela professora. Os resultados sugerem a necessidade de ampliar a escuta, o estímulo e a interlocução entre pares, para promover diferentes gêneros e estilos narrativos em todos os momentos da rotina escolar. Engaging in narratives is an important aspect of young children's development and should be encouraged by the preschool, since it involves communication, playfulness, socialization, and the construction of identity. This study investigates the context of and the conversational exchanges in children's construction of narratives during routine activities in a preschool class. Fourteen five- to six-year-old children and their educators participated in the study, using an ethnographic design to code narratives and their contexts of production. The results showed that children narrated mainly during informal moments, and less in the speaking opportunities elicited and supported by the teacher. The results suggest the need to listen more to the children and to stimulate more conversation among peers, in order to promote different narrative genres and styles during all moments of the school day

Contextos e parceiros do narrar de crianças na escola infantil