Os contos de fadas na Educação Infantil: possibilidades e limites do processo de ensino-aprendizagem

Abstract

The present work has as its object Fairy Tales in Early Childhood Education and starts from the following problem: what are the possibilities and limits of Fairy Tales for the teaching-learning process in Early Childhood Education? Fairy Tales are millenary stories of oral tradition that have been modified over time to suit the child's psyche. These narratives have striking features such as the evil witch, the prince and the princess that were developed in order to explore children's imagination. Continuing to retell Fairy Tales is to give the child tools so that he can deal with the real world and believe in himself, as well as the hero. Hence the importance of researching on this theme in Early Childhood Education, a moment of construction of identity and being of children in the world. For this, this research has the general objective to investigate the possibilities and limits of Fairy Tales for the teaching-learning process in Early Childhood Education; and specific: 1. Present the conceptions of Fairy Tales and childhood; 2. Understand the importance of classic authors for Fairy Tales; 3. Analyze how Fairy Tales are used for the teaching-learning process in Early Childhood Education according to theses and dissertations published between 2010 and 2020; and 4 Analyze how Fairy Tales help the teaching-learning process in Early Childhood Education. The methodology brings a qualitative, theoretical and State of knowledge research with analysis of theses and dissertations available in the database of the Coordination for the Improvement of Higher Education Personnel - CAPES or among the authors for the theoretical basis of the research are Bettelheim (1979); Aries (1981); Schneider and Torossian (2009), among others. As result, we highlight the Fairy Tales offer help in the development of the child's personality, and this is important in the teaching-learning process.