Cinderela e príncipe cinderelo: feminilidade e masculinidade nos contos de fadas.

Abstract

This monographic work concerns the importance of children's literature as an instrument for discussion about gender issues in the classroom of Elementary School. The theoretical framework to carry out this bibliographical research is based on: Ariès (2016), Cademartori (2010), Coelho (2000/2010), Louro (1997), Scott (1995), Vianna e Unbehaum (2004), Zilberman (2003), among others. We also used official education documents such as: Brazilian Federal Constitution (BRASIL, 1988), LDB (BRASIL, 1996), PCN (BRASIL, 1997), PNE (BRASIL, 2001/2014). Here we intertwine concepts of gender with the representations constructed by the ideas and opinions of society about gender relations with the intention of investigating how the concept of gender appears in official documents. We present children's literature as a pedagogical resource which can collaborate to break historically deep-rooted prejudices in the social environment and we argue that the school space, as a framework for pedagogical practices, may discuss gender relations with children, especially based on the principle that bodies are constituted in and by culture. We present the concepts of children and childhood and their relation to school and children‟s literature as a path that leads children to the development of imagination, emotions and feelings in a pleasurable and meaningful way. This work also has an analysis of gender issues through classical and modern fairy tales, Cinderela, by Charles Perrault (1697/2015) and Príncipe Cinderelo, by Babette Cole (2000). In this sense, we shed light on literature and its relations with social milieu showing how gender representations, as well as, attitudes and concepts are deep-rooted in our society. Fairy tales are important resources to break prejudices, morals, norms and standards imposed by society, mainly about the way men and women are socially constructed. The purpose of this work is to suggest an emancipatory view of gender relations in the classroom, and school as space of socialization and debates of these issues and not a space for the reproduction of inequalities.