TEXTUAL GENRES IN ENGLISH: THE FABLE AS A DIDACTIC RESOURCE IN ELEMENTARY EDUCATION

A FÁBULA COMO RECURSO DIDÁTICO NO ENSINO FUNDAMENTAL

Abstract

We explored the importance of textual genres, especially fables, in the English language subject in elementary education. Our motivation is to share effective pedagogical practices in developing students' linguistic skills. We used Sociodiscursive Interactionism (SDI) and aligned it with the National Curriculum Parameters (Brazil, 1998), Basic Education Curriculum Guidelines (Paraná, 2008), National Common Curricular Base (Brazil, 2018), and the State Curriculum of Paraná (Paraná, 2020); and also Fiorin (2001); Bronckart (2006); Marcuschi (2008); Schneuwly (2004) and Dolz, Noverraz, Schneuwly (2004). Following the steps suggested by SDI, practical activities and assessments were carried out, allowing the integration of the approach with pedagogical practice. The fable, with its simple narrative structure and explicit moral, proved to be a valuable tool for engaging students, facilitating the understanding and production of texts in English. Our experience showed that, in addition to improving students' linguistic competencies, it also develops critical and creative skills, actively and enthusiastically collaborating in the proposed activities. This report, therefore, aims to contribute to other educators, offering an overview of the strategies and results obtained, and encouraging the use of textual genres in foreign language teaching.