RESIGNIFICATION OF FAIRY TALES IN CONTEMPORARY SOCIETY

Abstract

The research highlights a scenario related to reading development, indicating weaknesses in the educational process while also presenting fairy tales in their diverse forms of social reconstruction. In this context, this study aims to identify and analyze the singularities present in the re-signification of fairy tales in their pedagogical application, based on the classical narrative of Snow White by the Brothers Grimm. The methodology is characterized as a bibliographic review whose analytical procedures were organized based on the analysis of Snow White across different temporal contexts. For this purpose, the study considers the version and theoretical framework of the Brothers Grimm, presented in the work The 77 Best Grimm Tales (2018), as well as contemporary film adaptations, articulated with the literary retelling Snow White: A Twisted Tale, by Jen Calonita (2023). Thus, the final considerations point to the need for the implementation of more effective public policies within the school context, especially regarding the role of reading in reader development. It is emphasized that working with the short story genre can be expanded in the classroom, promoting new discussions about reading practices.