O lugar dos contos de fada na Educação Infantil: reflexões sobre a prática pedagógica
Autor(a) principal: | |
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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 |
Resumo: | 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. |
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Sá, Sebastiana Adriana Fernandes deQueiros, Emanuela Carla Medeiros deSilva, Sayonara Fernandes daTorres, Maria Gorete PauloQueiros, Emanuela Carla Medeiros de2016-08-02T18:55:35Z2021-10-05T14:19:01Z2016-08-02T18:55:35Z2021-10-05T14:19:01Z2016-06-062012034364SÁ, Sebastiana Adriana Fernandes de. O lugar dos contos de fada na Educação Infantil: reflexões sobre a prática pedagógica. 2016. 24f. Trabalho de Conclusão de Curso (Licenciatura em Pedagogia a Distância), Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2016.https://repositorio.ufrn.br/handle/123456789/41908This 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.Este trabalho estuda os contos de fadas na Educação Infantil, especificamente na Escola Municipal Alexandre Nonato Fernandes, localizada na cidade de Marcelino Vieira – RN, desenvolvido com uma turma de nível I, com crianças de três anos. O conto de fadas possibilita o envolvimento da criança com o seu meio social, através do ficcional, proporcionando a criança uma identificação com o mundo imaginário, criando o seu próprio universo existencial, (AMARILHA, 2009), (BETTELHEIM, 2014). Com base nesse pensamento, surgiu a seguinte questão de pesquisa: como os contos de fadas estão sendo trabalhados na Educação Infantil para estimular a formação do gosto pela leitura literária? O objetivo é analisar a prática pedagógica no que se refere ao trabalho com os contos de fadas na Educação Infantil para disseminar o gosto pela leitura de literatura. O desenvolvimento da pesquisa percorreu dois caminhos metodológicos: o primeiro, o teórico-bibliográfico traz reflexões sobre os conceitos relacionados ao trabalho com os contos de fadas na perspectiva da formação do leitor, vendo-o como um dos gêneros mais próximos da criança que aborda ideias sobre fantasia, emoções e conflitos a partir de uma situação ficcional contida nas histórias para lidar com o mundo real, lidando com emoções já vividas (AMARILHA, 2009), (BETTELHEIM, 2014), (PONTES, 2012), (CADEMARTORI, 2010). O segundo momento, para a constituição do corpus da pesquisa, foi feito observação em sala de aula, com foco na prática de uma professora no trabalho com contos de fadas, a partir da experiência vivida no Estágio Supervisionado II. Em seguida, aplicamos um questionário para aprofundar o diagnóstico do trabalho com os contos de fadas na Educação Infantil. Os resultados indicam que os contos de fadas tem sido um dos caminhos que leva a criança a desenvolver suas emoções e sentimentos de forma significativa e prazerosa, por proporcionar o estímulo da criatividade, no entanto, revelou-se insuficiência teórica e metodológica por parte da ação docente para a formação em literatura, especialmente nas potencialidades dos contos para a formação de crianças leitoras. Os contos de fadas como ferramenta de ensino e não como mera distração, compõe a formação da criança, pois é através da ficção dos contos que surge possibilidades de uma aula prazerosa, significativa e formativa no que tange ao amadurecimento do leitor.Universidade Federal do Rio Grande do NorteUFRNBrasilPedagogia EADContos de fadasPrática pedagógicaFormação do leitorFairy talesPedagogical practiceReader formationEducaçãoO lugar dos contos de fada na Educação Infantil: reflexões sobre a prática pedagógicaThe place of fairy tales in early childhood education: reflections on the pedagogical practiceinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/openAccessporreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNTEXTOLugarDosContosDeFadasEducaçãoInfantil_Artigo_2016.pdf.txtExtracted texttext/plain52646https://repositorio.ufrn.br/bitstream/123456789/41908/1/OLugarDosContosDeFadasEduca%c3%a7%c3%a3oInfantil_Artigo_2016.pdf.txt9f516684ad6258ab86847ad5674555dcMD51LICENSElicense.txttext/plain756https://repositorio.ufrn.br/bitstream/123456789/41908/2/license.txta80a9cda2756d355b388cc443c3d8a43MD52ORIGINALOLugarDosContosDeFadasEducaçãoInfantil_Artigo_2016.pdfapplication/pdf423481https://repositorio.ufrn.br/bitstream/123456789/41908/3/OLugarDosContosDeFadasEduca%c3%a7%c3%a3oInfantil_Artigo_2016.pdf99fc43957ac9efa1dec8c74e8aee7e82MD53123456789/419082021-10-05 11:19:01.887oai:https://repositorio.ufrn.br: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ório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2021-10-05T14:19:01Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.pr_BR.fl_str_mv |
O lugar dos contos de fada na Educação Infantil: reflexões sobre a prática pedagógica |
dc.title.alternative.pr_BR.fl_str_mv |
The place of fairy tales in early childhood education: reflections on the pedagogical practice |
title |
O lugar dos contos de fada na Educação Infantil: reflexões sobre a prática pedagógica |
spellingShingle |
O lugar dos contos de fada na Educação Infantil: reflexões sobre a prática pedagógica Sá, Sebastiana Adriana Fernandes de Contos de fadas Prática pedagógica Formação do leitor Fairy tales Pedagogical practice Reader formation Educação |
title_short |
O lugar dos contos de fada na Educação Infantil: reflexões sobre a prática pedagógica |
title_full |
O lugar dos contos de fada na Educação Infantil: reflexões sobre a prática pedagógica |
title_fullStr |
O lugar dos contos de fada na Educação Infantil: reflexões sobre a prática pedagógica |
title_full_unstemmed |
O lugar dos contos de fada na Educação Infantil: reflexões sobre a prática pedagógica |
title_sort |
O lugar dos contos de fada na Educação Infantil: reflexões sobre a prática pedagógica |
author |
Sá, Sebastiana Adriana Fernandes de |
author_facet |
Sá, Sebastiana Adriana Fernandes de |
author_role |
author |
dc.contributor.referees1.none.fl_str_mv |
Queiros, Emanuela Carla Medeiros de |
dc.contributor.referees2.none.fl_str_mv |
Silva, Sayonara Fernandes da |
dc.contributor.referees3.none.fl_str_mv |
Torres, Maria Gorete Paulo |
dc.contributor.author.fl_str_mv |
Sá, Sebastiana Adriana Fernandes de |
dc.contributor.advisor1.fl_str_mv |
Queiros, Emanuela Carla Medeiros de |
contributor_str_mv |
Queiros, Emanuela Carla Medeiros de |
dc.subject.pr_BR.fl_str_mv |
Contos de fadas Prática pedagógica Formação do leitor Fairy tales Pedagogical practice Reader formation |
topic |
Contos de fadas Prática pedagógica Formação do leitor Fairy tales Pedagogical practice Reader formation Educação |
dc.subject.cnpq.fl_str_mv |
Educação |
description |
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. |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-08-02T18:55:35Z 2021-10-05T14:19:01Z |
dc.date.available.fl_str_mv |
2016-08-02T18:55:35Z 2021-10-05T14:19:01Z |
dc.date.issued.fl_str_mv |
2016-06-06 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/bachelorThesis |
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bachelorThesis |
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publishedVersion |
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2012034364 |
dc.identifier.citation.fl_str_mv |
SÁ, Sebastiana Adriana Fernandes de. O lugar dos contos de fada na Educação Infantil: reflexões sobre a prática pedagógica. 2016. 24f. Trabalho de Conclusão de Curso (Licenciatura em Pedagogia a Distância), Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2016. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufrn.br/handle/123456789/41908 |
identifier_str_mv |
2012034364 SÁ, Sebastiana Adriana Fernandes de. O lugar dos contos de fada na Educação Infantil: reflexões sobre a prática pedagógica. 2016. 24f. Trabalho de Conclusão de Curso (Licenciatura em Pedagogia a Distância), Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2016. |
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Universidade Federal do Rio Grande do Norte |
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Brasil |
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Pedagogia EAD |
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Universidade Federal do Rio Grande do Norte |
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