Uso das fábulas no Ensino Fundamental: um caminho para o desenvolvimento cognitivo e socioemocional nos anos iniciais

Abstract

This research investigates the use of fables as a pedagogical tool in the learning process during the early years of elementary education. Fables, with their simple language and explicit moral lessons, prove to be an effective resource for children's cognitive, social, and emotional development. The study adopts a qualitative approach, using questionnaires administered to elementary school teachers to explore perceptions of the impact of fables in the educational context. The results indicate that fables play a significant role in literacy by stimulating reading and writing and in the formation of moral and socio-emotional values, such as respect, empathy, and cooperation. Activities such as shared reading, dramatizations, and debates about the moral lessons of the stories were identified as effective practices for integrating fables into the school curriculum. The study concludes that fables transcend their literary nature, establishing themselves as multifaceted pedagogical tools capable of making learning more dynamic, participatory, and meaningful. By combining playful, ethical, and cognitive elements, fables contribute to the holistic development of children and the construction of a more inclusive and transformative education.