"Donkey skin":

fairy tales, censorship and literary literacy

Abstract

This paper corresponds to a theoretical, critical and methodological proposal concerning the teaching of Literature and aesthetic training with fairy tales in the eighth grade of second grade primary school. Considering the fairy tales's artistic substantiality, it is necessary to relativize restrictive censures regarding these texts in elementary education. The article aims to enable a flexible teaching sequence with the fariry tale "Donkey Skin"' Perrault's version, based on literary literacy, relativizing the censorship in the school context. As methodology, we selected "Donkey Skin" in intersection with the BNCC (2018) and João Wanderley Geraldi (1990). This article composes three parts: historical, analytical, and didactic. In the last, the didactic proposal impulses are based on Rildo Cosson's theory (2021) and are composed of motivation, introduction, reading, interpretation, and expansion. Besides the relevance of teacher mediation in literary literacy, we understand the need to encourage the (re)reading of fairy tales at school. Therefore, it is necessary to encourage the criticality of students based on the aesthetic interaction with the literary text, enabling, also, engagement in the Literature teaching-learning process. Our main theorical references were André Luiz Ming Garcia (2021), Marisa Lajolo (2018), Michèle Petit (2019), Nelly Novaes Coelho (2012), Rildo Cosson (2021), and Regina Zilberman (2019).