TRADITIONAL TALES IN BACHELOR’S DEGREES IN EARLY CHILDHOOD AND IN PRIMARY EDUCATION
DOI:
https://doi.org/10.35869/ailij.v0i22.5106Keywords:
Children's literature, Fairy tales, Literary education, Critical education, ReadingAbstract
Traditional tales have the potential to transport us to unknown and suggestive fictional worlds. Reading opens our minds to universes yet to be discovered, decoded, and interpreted. This paper aims to examine a selection of narrative texts, focusing on their statements, and their explicit and implicit discourses. To reach this aim, different versions of Cinderella will be analyzed by studying their ideology, as Cassany (2006) proposes. This article will scrutinize Cinderella or the Little Glass Slipper (Charles Perrault, 1697) and Cinderella (Jacob and Wilhelm Grimm, 1812), to vindicate their stimulating potential, always through a critical lens that serves to interpret the text from all approaches, and to acknowledge the socializing nature of literature. The analysis of both versions of Cinderella will be preceded by a brief introduction about traditional tales, and followed by a rereading proposal that upholds the use of classic texts as a tool in promoting literature and literary language in Early Childhood and in Primary Education.
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Copyright (c) 2024 Maite Aperribay-Bermejo, Iratxe Esparza Martin
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Anuario de Investigación en Literatura Infantil y Juvenil has been published in open access from 2019 (vol. 17). The journal allows the authors to retain publishing rights. Authors may reprint their articles in other media without having to request authorization, provided they indicate that the article was originally published in Anuario de Investigación en Literatura Infantil y Juvenil. The journal holds the copyright of printed issues (volumes 0-16).
