This research arises from the understanding of the potential in fairy tales as
motivators of interest in literary reading on early childhood education. Starting from
the interest in analyzing the course of these narratives and their contributions to the
formation of the child, the objective of this work is to investigate the space occupied
by fairy tales in children's education, more specifically in the school and in the
textbooks. To do so, we direct our work to a brief research on the history of the
feeling as a childhood and the identification of the space occupied by the teaching of
popular literature - the fairy tale - at school. Next, we observed an approaching given
to these narratives in the textbook, based on the activities deployed from them. For
an execution of our proposal, we used a bibliographical and documentary research
methodology that searches for the theorist in works by Philippe Ariès, Regina
Zilberman, Vladimir Propp, Michèle Simonsen, Jesualdo, Eliana Yunes, Daniela
Versiani, Gilda Carvalho, Paulo Freire and others no less important. Thus, we set out
the following specific objectives: 1) To draw a brief history of the social construction
on childhood; 2) To map the course of the scholastic life in the Middle Ages to the
present day; 3) To investigate an imbrication and consequences in the moment when
a childhood is socially constructed and the transformation of the High Meddle Ages
model that occur at the end of the seventeenth century, that takes shape in the
eighteenth century; 4) To recover the process of transcription on fairy tales through
the collections of the Grimm Brothers; 5) Identify the location fairy tales in legal
landmarks, at school and in the elementary school textbooks. We believe that fairy
tales constitute a proposal for stimulating the reading and production in a text through
the popular literature, with significant gains for students and teachers, inside and
outside the classroom. In this way, we consider fairy tales as a teaching tool,
enabling the development of language skills - listening, speaking, reading, writing - in
a contextualized way such as teaching students, contact with literary texts, which are
essential elements for the process of construction in the literary reader and the
formation of the child.
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