Brincando com narrativas: o incentivo à leitura a partir do trabalho com Contos de Fadas

Abstract

The present work presents a reflection on the use of fairy tales in the development of reading skills in a class of the 4th year of Elementary School in a public school in the municipality of Mari-PB. The choice for this genre was due to the fact that this narrative is more accessible at school and, especially, because it constitutes one of the most heard and / or told readings from an early age for children. Its general objective is to analyze the effectiveness of using fairy tales as an essential reading strategy for the development of these students' reading skills. For this, discussions based on authors such as Pietri (2009), Kleiman (1993), Marcuschi (2008), Geraldi (1996), Koch (2002), Dolz and Schneuwly (2004), among others, are presented. The study is qualitative in nature, based on exploratory research and will involve the application of reading activities in the study group. It is characterized as an action research of a descriptive-interpretative nature, a qualitative approach, which presents a focus on the textual genre fairy tales, through the use of reading workshops based on the reading strategies of Solé (1998). Through the reflections developed, it was observed that, effectively, the use of fairy tales, as a reading strategy, helped in the construction of reader knowledge and in the development of students' reading skills.