THE FAIRY TALES IN LITERACY PRACTICES WITH CHILDREN 3 AND 4 YEARS-OLDS

Abstract

This paper presents a research which aimed to investigate written language and appropriation of literate culture in Child Education, based on fairy-tales. In order to do so, an intervention was carried out with 3 and 4 year-olds enrolled at a public Child Education Center in  Tubarão town (SC). The instruments used for data collection comprised written (field journal) and photographic records. Regarding data analysis, theoretical frameworks put forward by Baptista (2010, 2012), Machado (2002), Mello (2010), and Soares (2003), among others, were adopted. that the fidings point to the fairy tales enable literacy practices that expand the literary repertoire of the small child.