Fairy tales in the classroom: perspectives of teachers working in early childhood education

Abstract

This article analyzes the perceptions of early childhood education teachers about working with fairy tales in the classroom. It is based on qualitative research, developed through a bibliographic and ethnographic study, with observations of classes and interviews with two teachers who conduct classes for children between 3 and 5 years old. The results indicate that the teachers’ views about childhood, fairy tales, and the role of literature in children’s education influence how the work is developed, including the mediation made during the reading of the stories. This is seen as a practice rich in learning for children, but also permeated with challenges related to the planning/execution of activities and how the school institution and its actors give meaning to these experiences.