Escrevendo com as fadas, sacis e lobos : um estudo sobre os contos folclóricos no letramento e no processo da alfabetização da criança

Abstract

This research was based on contributions reflecting on the importance of folktales in literacy during the early years of basic education. The study addressed child development during literacy and early childhood literacy, prioritizing folklore, with a focus on valuing Brazilian cultural heritage. The central objective was to identify and analyze whether folktales promote, in the literacy process, the construction of writing and textual comprehension of the narrated content in children. The methodology was qualitative and sought to study the impact of folktales on literacy. The design was action research, developing through interaction between the social actors involved, where there was a planned intervention during the investigative process. The sample consisted of 22 students, boys and girls, enrolled in a public school, attending the 1st year of Elementary School, aged 6 years and older. The data collection procedure was carried out through activities applied in three stages: the first activity involved narration of the story followed by oral retelling, dramatization, and rewriting; the second involved pedagogical activities including a didactic and interdisciplinary sequence; and the third involved playful activities including shadow puppetry, a puppet workshop, and a memory game. The stages occurred sequentially and lasted approximately one week for each story, with the first stage taking place on the first working day of the week; the second stage on the second and third days; and the third stage on the fourth day following. Data collection instruments included observation of the children's interactions, participation, and engagement during the activities, recorded in a field notebook, as well as the collection of participants' productions, written records, or drawings. The final analysis focused on 7 participants, selected according to the defined methodological criteria. A qualitative analysis of the children's productions was performed, examining their understanding of the story, their interpretation, and their oral and written expression skills. The results reveal that the use of various genres of folk tales in the literacy process of children in the early years promotes textual comprehension and the construction of writing. The technical and technological product is an e-book structured in folk tales and didactic sequences, intended to support educators in promoting literacy, reading comprehension, and cultural appreciation in the first year of public elementary education.