Texto ou pretexto: os contos de fadas na educação infantil

Abstract

With this study, it was possible to perceive that the scientific literature about fairy tales is not extensive when the focus is on them as a literary text. In these narratives there is a strong presence of fairies or heroes who resolve conflicts, bringing peace and unity to all, in this sense, we believe that the tales are remembered for their consoling propensity, through their symbolic meanings, exposing what we call pretext here. , which would be to work on different contents and abilities that are unrelated to the primary function of short stories, which would be that of a literary genre and the oldest narrative. From this perspective, the curiosity to investigate about the universe of tales arose, within the clipping “Text or pretext: contribution of fairy tales in Early Childhood Education”. This work aims to verify, from the surveys raised, whether fairy tales are used in Early Childhood Education as a text or a pretext. Starting from the problematic: considering the human formation and the literary reader, should fairy tales be used in Early Childhood Education as a literary text or a pretext for work on other people's content? Based on the bibliographical survey, the main authors who supported this study are Ferreira (2019); Filho (2009) and Mourão (2015). In this research, the defined approach was of the qualitative type together with a bibliographic survey. This is justified by working the data seeking their meanings, Gil (1999). After data collection, analyzes of the works were carried out, in which the studies were organized within (2) thematic sections: Literary/Text, and Pedagogical/Pretext. Specifically, this demonstrates that the study is relevant in the scientific scenario. Therefore, in view of all the analysis carried out from the studies raised in this research, it is relevant to say that it is necessary to rescue the text function (literary genre) of fairy tales, rescuing the intentionality of promoting literary literacy, working on the development of language, providing the expansion of vocabulary within the classroom, without underestimating its function as a pretext, but with the aim of seeking to work these two intentions together, so that learning is more comprehensive.