Ressignificando os contos de fadas nas aulas de língua inglesa: uma análise crítica de obras dos irmãos Grimm numa perspectiva de letramentos.

Abstract

With this work, we propose a study that aims to try to awaken the reflection of a critical analysis on the reading of fairy tales in the teaching of English in elementary school. Grimm (1812), with theoretical assistance from the authors and scholars BETTELHEIM (1980) and COELHO (2005). To this end, the work surveys the traditions of these tales, addressing their main concepts, from a perspective of critical literacy, aiming to analyze the genre having the text as its structuring content, in its original form, as a social practice and what it can provide to the students. students in the formation of thinking citizens, critics and owners of their own paths, a proposal recently made by the new National Curricular Parameters (PCNs). To this end, we are anchored in a conception of critical literacy (CERVETTI, PARDALES, DAMICO, 2001), of the text as a multimodal construction (MATTOS & VALÉRIO, 2010; ANDRÉIA, 2017) and of the learning experience as a possibility of critical literacy. The bibliographical research of a qualitative approach of an applied nature organized in a methodological design of key aspects of Design and Redesign with specific guidelines adapted by ROSA FILHO (2015). Finally, the work presents an integrated activity that aims to reconcile the desires of these new meanings. This research is expected to demonstrate how important it is for students that teachers use the textual genre fairy tales more for a more effective and enjoyable English language learning.