School Teachers of Today and Tomorrow:
What Are We Doing with the Folktales?
DOI:
https://doi.org/10.47553/rifop.v97i36.3.92412Abstract
This paper focuses on the perception of both pre-service and in-service school teachers about suppressing folktales because of their sexist contents. The subjects of study, 100 pre-service and in-service school teachers, have completed an online questionnaire about the suppression of 200 folktales by a school library from Barcelona for promoting sexist contents (2019). The participants expressed their positioning and reasons about this issue and were tested about their folktales knowledge. A subsequent analysis was carried out and the results mostly show that the suppression is not deemed to be positive by none of the two groups of participants. Yet there are different perceptions about the presence of sexism in folktales, since for pre-service teachers this seems quite obvious. Regarding the degree of hesitation it is much smaller in the case of in-service teachers, while pre-service teachers have a clearer predisposition to modify folktales by updating them. This article deals with relevant questions related to the value that both current and future school teachers have about folktales as well as their view from a current perspective. Results analysis highlights the need to expand the knowledge on folktales as well as to reflect upon their relevance in school initiatives.
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