Fairy Tales and Integral Education

Abstract

The full-time education school contemplates subjects, knowledge, times, and spaces, in or out of school in an interdisciplinary way, through a curriculum that articulates coexistence, creativity, playfulness, and satisfaction derived from scientific and cultural discovery and materialized by a Political Pedagogical Project. In everyday school we encounter challenges such as the dichotomy between studying and playing and the difficulty of the educator in developing conscious and systematic actions, in a playful way, thus motivating the construction of values. The elementary school covers from the 1st to the 9th year, students from 6 to 14 years old at the time when the development of logical and affective structures occurs. It is questioned how to work with playful contents that enable the construction of knowledge through symbolic language promoting reflection on oneself, on the other, and on ethical and cultural values. Among playful forms, fairy tales can be used as an instrument in the learning process. These narratives are transmitted over the centuries, orally, promoting the integration of knowledge and the reorganization of times, spaces, and experiences that contemplate playing and dialoguing with different cultures and contexts of the history of humanity. When listening to a story, children project their feelings on the characters, expressing themselves and manifesting themselves through different languages, reorganizing themselves internally, and extending temporality. The characters come to life, face obstacles, grow, and become victorious, enabling playful experiences considered as essential in the conduct and construction of the integral being.