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The use of reading in social and educational contexts remains an indisputable concept of extreme importance, being increasingly present in contemporary society. Being informed and connected with the world remind us to deal with reading incessantly. In this sense, since education is constituted as a primary social practice, it cannot remain neutral as to the urgency of training student readers, who have the necessary insight to understand and face the new challenges of the 21st century. Given the scenario, the lack of interest of students in reading and the challenges that this situation pose for teachers still remain a major problem to be solved. Instigated by the observations of years of work as a storytelling teacher in this project to encourage reading in Early Childhood Education, a pre-school segment, has made me analyze the potential of enchantment that stories have on children, becoming the object of this research. The importance of inserting in the knowledge process, already in early childhood, understanding that the more time passes, the more difficult it is to introduce the habit of reading into the student's routine, is one of the specific objectives of this study. In order to know a little more about this particular subject, I have looked up authors such as (ABRAMOVICH, 1997, 2001), (FOFONCA, 2012, 2015), (FREIRE, 1998, 2000, 2009), (LAJOLLO, 2005), (ROJO, 2004), (SOARES, 2003, 2004, 2018), among others, to justify the fundamental presence of stories in the training of proficient readers. In this context, from the methodological point of view, a qualitative and descriptive field research was developed, since this type of research aims to gather data on the opinions and behavior of a population, which is composed of seventeen professors who work in the preschool phase. The instrument used for data collection was a semi-structured questionnaire, consisting of ten open and closed questions that dealt with the pedagogical practice mediated by the use of stories. With the support of the content analysis technique for data processing, three steps were taken: Pre-analysis (content organization); Exploration of the material (coding) and treatment of the results obtained. The results obtained have revealed the importance of the application of stories for the development of reading habits in children, contributing to the formation of proficient readers, as well as demonstrating that although there is this recognition, there is still resistance in maintaining this practice in other teaching modalities . In view of the results achieved, it was found that making full use of the potential of stories in the educational context, for the training of readers, has its effectiveness guided in stages that precede it as: a strategy to raise awareness among professionals and train teachers in order to promote a more effective implementation, taking into account, mainly, the needs and interests of students, preparing them with responsibility to know how to exercise their citizenship.

A POTENCIALIDADE DAS HISTÓRIAS NA EDUCAÇÃO INFANTIL: A FORMAÇÃO DE LEITORES PROFICIENTES NUMA ESCOLA PÚBLICA MUNICIPAL