Oral storytelling and humor, rooted in the history of humanity, stand out as powerful pedagogical tools in classrooms, promoting productive and pleasant study environments. The present research focused on the perception of an educational community on the impact of oral storytelling and humor on the creativity and concentration of basic education children. With a hermeneutic phenomenological qualitative approach, teachers, parents and third and fourth grade children from a subsidized school were involved. Data collection includes semi-structured interviews, observation and focus groups. The results highlight a positive perception and beneficial impact of oral storytelling and humor on creativity and concentration. The conclusion highlights that effectiveness depends on teachers' mastery of these tools.