O conto de fadas como processo de aprendizagem do educando e do educador

Abstract

Fairy tales are part of children’s universe and they may represent a learning path to students and teachers. The research is meant to study the importance of symbolic learning found in fairy tales, considered as proposal for knowledge acquisition for students and teachers. It was performed the study of fairy tales and the comparison to other literary genres, such as myth and fable. The theoretical investigation was based on comprehensive studies in education and subjectivity developed by authors such as Bruno Bettelheim, Clarissa Estés, Morchida Kishimoto, among others. Then, two fairy tales were studied in depth: “Little Red Ridinghood” and “The Frog King”. Based on the analysis performed, it was observed the importance of acquisition of symbolic content as tool in the learning process. The knowledge and learning afforded by fairy tales provide the essential lessons to build both student and teacher knowledge. Finally, the study proposes the continued education for teachers to allow the creation of work awareness, such as the imaginary universe, acknowledging fairy tales relevance in the learning process, favoring the connection between theory and practice and the relationship with parents to accomplish this task. It especially bears in mind the transition from kindergarten to the beginning of elementary education – when the symbolic learning may enable the child’s passage to systematic studies