Princesas que dançam: a recepção de diferentes narrativas de um conto de fadas.

Abstract

This work presents an experience of encouraging literary reading in the classroom through contact with three narratives of the same fairy tale. In this context, our research draws on a corpus composed of the fairy tale collected by the Grimm Brothers The Twelve Dancing Princesses, the string literature adaptation entitled The Dance of the 12 Princesses by Manoel Monteiro and the film Barbie in The 12 Dancing Princesses, produced in 2006. To do so, we developed a plan of action that was applied in a 6th grade class of the Margarida Almeida dos Santos Elementary School, located in the town of Remígio, Paraíba. As part of a classroom experience, this work aimed to reflect on the dialogues between the different narratives collected from the same fairy tale. In this sense, we propose to investigate: what repercussions can the tales have on children at the initial grades of the second phase of elementary school? What inferences and approximations can readers make after reading the tale in its different versions? As theoretical references for the research, we used the studies of Abreu (1999), Diégues Júnior (2012) on the relation between orality and the string literature leaflets and their classificatory studies; Marinho and Pinheiro (2012) and Alves (2018) and others in the discussion about how string literature is being worked in the classroom; Zilberman and Rösing (2009) on literary reading, among others. The results of the research revealed that, through the developed reading experience, we managed to promote the students’ approximation with the literary text. By using the practice of reading aloud as the main methodological approach, we prove that it can become a pleasant activity, and that it recovers the ability of the children and the young person to listen. In addition, we favor free entertainment with a few unpretentious laughs, we cultivate orality through verses and fairy tale, the act of thinking aloud and sharing ideas as an incentive to reading.