Fábula como instrumento para a formação de leitores no ensino fundamental

Abstract

This paper brings an approach to the use of the fable genre as an object of study for teaching reading. The main purpose of this study is to show the fable literary genre and its contributions to reading development in the final years of elementary school. The choice of this theme came from my concerns during my trajectory as a student in the Language and Literature course, offered by the UAB - UNIPAMPA, in the Ead modality. The research was sustained through the exploration of some literary works focused on children's literature. The most relevant theorists that served as reference were Cândido (2011), Neves and Borges (2018), Cagliari (1995), Solé (1998), Gil (2002), Lima and Rosa (2012), Marisa Lajolo (1993), and Freire (2001), which support the theoretical discussion of this work. The methodology was elaborated based on research conducted on the subject. In this way, for the development of the research, a selection of articles, dissertations, and theses that present studies on the fable genre for reading education was carried out. About the analysis of the data collected, the intention was to organize them to answer the question: How can the fable genre be used as a motivating tool in the initial formation of readers in the final years of elementary school? In conclusion, the use of the fable genre as an instrument for the formation of readers is efficient for the teaching of reading, since it enables the interaction of the text with the student's reality, thus contributing to the formation of readers.