O gênero textual fábula e a alfabetização inicial para crianças: da moral da história ao processo de leitura e escrita

Abstract

The present study aims to analyze how the Textual Genre “Fable” can contribute to the development of reading and writing skills of children in the initial process of literacy. As specific objectives, we register: to identify the importance of Textual Genres, their concept and functionality in the National Common Curricular Base (BNCC); to understand the place of the “Fable” as a methodological tool for the acquisition of reading and writing skills in Early Childhood Education classes; to verify the progress demonstrated by children through the activities proposed based on storytelling. As justification for carrying out this work, we signal that we felt the need to seek more information about the fable and its practice in the classroom, even in classes of young children, in Early Childhood Education. Methodologically, we used qualitative research, of an exploratory nature, based on the National Common Curricular Base (BNCC) and authors who deal with the subject, and anchored in a case study, a method that allowed us to apply an activity with a type of textual genre, namely: the “Fable”, with children of literacy age. The fable, finally, according to our discussions, is of fundamental relevance, since it helps in learning to read by allowing to stimulate the child's imagination, as well as guiding moral values, by presenting values ​​such as generosity, respect for others, friendship, assuming their social specificity, since they end with a moral lesson. The values ​​present in fables help the child to assimilate the world and promote creativity and/or imagination, having an impact on their language practices. As a result, this article has given us the opportunity to see that the use of fables in educational activities, whether school-based or not, combines values ​​and objectives that are added to the pedagogical aspect. Thus, we have seen that it is a great tool (when used well), becoming an ally of the teacher in the process of motivating students to use their imagination, creativity, learning, interpretation, and speech, as well as their moral, critical, and reflective development, as well as their social interaction.