Contos de fadas e fábulas e sua relação com o imaginário infantil: um olhar de professores do Ensino Fundamental I

Abstract

The present research aims to analyze the understanding of elementary school teachers regarding the relationship between fairy tales and fables, with the purpose of promoting literary literacy in the teaching-learning process. The study encompasses an understanding of how these classic narratives play a significant role in children's cognitive and emotional development, also influencing their perception of values, morality, and the world around them. Additionally, the specific objectives of the study include analyzing how fairy tales and fables contribute to children's reading and imaginative development; understanding the teaching and learning process through these narratives; and examining teachers' pedagogical practices when addressing these stories in the classroom. To achieve these objectives, a bibliographic research with a qualitative approach was conducted, along with a field study through interviews, aiming to identify pedagogical practices that promote not only comprehension but also the appreciation of these timeless stories. The analysis focused on teachers' approaches to fairy tales and fables, seeking to highlight strategies that enhance the educational process. By addressing the role of teachers in introducing these literary elements, this research aims to provide valuable insights for the development of more effective educational strategies. This contribution, in turn, has the potential to enrich the teaching and learning environment, especially in the crucial stage of early elementary education.