Fables in the English-language classroom: a teaching proposal
Fables. English Language. Teaching units. Teaching.
This work aims to explore fables in order to elaborate teaching and learning activities of English as a foreign language that enable a critical reflection of moral/cultural values. Based on this, we carried out an action research (TRIPP, 2005; THIOLLENT, 2011) that counted on the participation of 6th grade elementary school students from a public school located in the city of Natal - RN. For classroom intervention, we use didactic sequences based on Cosson's basic sequence (2018) for literary literacy. The data has been gathered by means of analysis of documents and questionnaires with closed and open questions, besides that the observation and reflection of the entire intervention process. Our theoretical framework is based on the studies of Cosson (2018), Dezzoti (1989), Ferreira (2014), Portella (1983), Almeida Filho (2001), Zilberman (2009), Byram (1989), Kramsch (1996), among others.