O lugar dos contos de fada na Educação Infantil: reflexões sobre a prática pedagógica

• Autor(a) principal: Sá, Sebastiana Adriana Fernandes de
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/41908
• topic: Contos de fadas; Prática pedagógica; Formação do leitor; Fairy tales; Pedagogical practice; Reader formation; Educação

This paper studies the fairy tales in kindergarten, specifically at the Municipal School Alexandre Fernandes Nonato, located in the city of Marcelino Vieira - RN, developed with a class of level I, with children at age of three. The fairy tale enables the involvement of children with their social environment through the fictional, giving the child an identification with the imaginary world, creating his own existential universe (AMARILHA, 2009), (Bettelheim, 2014). Based on this thinking, the following research question emerged: how fairy tales are being worked in kindergarten to stimulate the formation of the taste for literary reading? The goal is to analyze the pedagogical practice with regard to working with fairy tales in kindergarten to propagate the enjoy for the lecture of literature. The development of this research went through two methodological ways: first, the theoretical-bibliographic brings reflection about the concepts related to work with the fairy tales in perspective of the reader formation, seeing it as one of the closest genres of the child that addresses ideas about fantasy, emotions and conflicts from a fictional situation contained in the stories, to deal with the real world, dealing with already experienced emotions (AMARILHA, 2009), (Bettelheim, 2014), (BRIDGES, 2012), (Cademartori, 2010 ). The second moment, to form the corpus of the research, was made observation in the classroom, focusing on the practice of a teacher working with fairy tales to part of the experience lived in the supervised internship II. Then we applied a questionnaire to deepen the diagnosis of work with the fairy tales childhood education. The results indicate that the fairy tale has been one of the ways that leads the child to develop their emotions and feelings in a meaningful and pleasurable way, because provides the stimulation of creativity. The however proved insufficiency the theory and methodology of the teaching action for training in literature, especially in the potential of the stories for the formation of children readers fairy tales as a teaching tool and not as a mere distraction, composes the education of children, because it is through fiction tales that arises possibilities for a pleasant lesson, significant and formative in relation to the maturity of reader.