Dalva Ramos de Resende Matos
REFERENCE: MATOS, Dalva Ramos de Resende. A ESCOLARIZAÇÃO DOS CONTOS DE FADAS: DAS LABAREDAS DE FOGO ÀS PÁGINAS DAS COLEÇÕES DIDÁTICAS. 2016. 1-204 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, 2016.
AUTHOR: Dalva Ramos de Resende Matos
TITLE: THE SCHOOLING OF FAIRY TALES: FROM BLAZING FLAME TO DIDACTIC COLLECTION PAGES (A ESCOLARIZAÇÃO DOS CONTOS DE FADAS: DAS LABAREDAS DE FOGO ÀS PÁGINAS DAS COLEÇÕES DIDÁTICAS)
ADVISOR: Prof. Dr. Sílvio Ribeiro da Silva
CONCENTRATION AREA: Education
RESEARCH LINE: Culture, Teaching and Learning Processes
DEFENSE DATE: 03/29/2016
ABSTRACT:
This work, in the Education and Language area, has as its research aim the schooling of fairy tales in four didactic collections of Portuguese Elementary School I. The school, as a locus of knowledge, should provide students full access to literacies, among them the literary. Concerning the initial formation of the literary reader, the fairy tale is one of the most important cultural tools, since, besides enchanting everyone through literary art, fantasy and its psychological meanings, it provides symbolic supports for learning and child development. The Portuguese textbook also occupies a prominent place in the process of training readers, since it is, for many Brazilian students, the main or exclusive means of access to written culture. However, being transported from its original sphere to the school, this genre of the wonderful necessarily undergoes adaptations, due to the didactic transposition and schooling processes of Literature, to become a teaching object, which often compromises the essence of the literary text. Based on these assumptions, the main objective of the research is to investigate the treatment given to fairy tales in didactic collections, analyzing and interpreting the data regarding the incidence, authorship and position of texts in didactic units, the main adaptations resulting from the process of transfer and the types of activities presented for working with these tales. The corpora of the research are four didactic collections of the National Textbook Program (PNLD/2013-2015): Open Door: Literacy and Open Door: Portuguese Language, by the authors Angiolina Bragança and Isabella Carpaneda, Publisher FTD; Learning together: literacy and literacy, by authors Adson Vasconcelos and Silvana Rossi Júlio, and Learning together: Portuguese language, by Adson Vasconcelos, Editions SM. These collections are among the most widely adopted nationally and correspond to the most chosen in the urban complex formed by the contiguous cities of Aragarças (GO), Barra do Garças (MT) and Pontal do Araguaia (MT), on the northwestern border of Goiás with microregion of the Middle Araguaia of Mato Grosso. The research is based on quantitative and qualitative-interpretive analysis procedures, supported by documentary sources and interdisciplinary theoretical contributions, such as Bakhtin ([1929] 1961-1962; [1952-1953/1979] 2003), Bunzen (2005, 2009), Coelho (1984, 2003), Cosson (2014a, 2015a), Soares (2001, 2009) and Zilberman (2003a, 2003b). The results show there is an incidence of fairy tales in different versions in the collections, in a schooling that favors the selection of short (or fragmented) texts and activities aimed at a passive understanding, with little exploration in the literary text to the point of marking its specificities towards the gradual formation of the literary reader.
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