Abstract

Bringing fairly tale  in the classroom, in a setting clearly discussed with the teacher providing for the reading of the text, the time of the conversation with children (including the proposal after each intervention to draw what has affected them more) , the defined time for discussion with the teacher present during the work, to  participate to what happened, allows us to do a deep observation of the dynamics pertaining to the group, particularly to identify children in need of listening, and reflect on  the typical style of the  teacher involved.

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