Literatura infantil: os contos de fadas tradicionais na formação do imaginário da criança

Abstract

Fairy tales or fairy tales play a very important role in the literary formation of children and in the cultural formation of different societies. Despite this, the original versions of these tales are rarely used in classrooms, especially when it comes to students in the early years. Thus, the objective of this research is to understand why teachers in the early years, for the most part, do not use fairy tales in their planning. This research is divided into two parts: first, the main historical data on the emergence of fairy tales and their importance in the formation of the individual; then, the analysis of the structured questionnaire, answered by four teachers of the fourth and fifth years, working in the Municipal network of João Pessoa-PB. The research is based on qualitative and quantitative approaches, based on theorists such as Bruno Bettelheim, author of The Psychoanalysis of Fairy Tales, and Diana Lichtenstein Corso and Mário Corso, authors of Fadas no Divã. We conclude that fairy tales, in addition to awakening the imagination, help in the development of text interpretation and enable debates about values, culture and even the transformations they have undergone over time. Stories offer children an excellent opportunity to connect with deeper themes, not only expanding their cultural horizons, but also contributing to the enrichment of vocabulary and the development of imagination.