Sensitive listening in early childhood education: a child-centered pedagogical approach

• Autor(a) principal: Lima, Laíse Soares
• Data de Publicação: 2024
• Outros Autores: de Oliveira Cavalcante, Gicelma, Nayanne da Silva Santos, Ingrid
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Linguagens, Educação e Sociedade (Online)
• Texto Completo: https://periodicos.ufpi.br/index.php/lingedusoc/article/view/4868
• topic: Crianças; Educação Infantil; Infância; Escuta Sensível; Linguagens; Niños; Educación Infantil; Infancia; Escucha sensible; Linguagens; Children; Child education; Infancy; Sensitive listening; Languages

The main objective of this study is to analyze the process of listening to children's manifestations in early childhood education and their incorporation into the planning and implementation of pedagogical practice. The discussions are based on the conceptual perspective of the Sociology of Childhood, in the conception of children as producers of culture and languages. The methodological procedures used are based on descriptive and exploratory research with a qualitative approach. Observations in the reference room of a preschool class and the interview with the educator responsible for the class were chosen as the data production instruments. The reflections made in this study had as their main theoretical support the work of researchers such as Belloni (2009); Corsaro (2011), Sarmento (2008), Rinaldi (2012), Friedmann (2019), Delgado and Müller (2005), and Müller (2006). Based on the research findings, it was possible to organize three study categories: a) space/time in children's routine; b) planning through children’s voices; c) perception of children and their voices. The results showed a minimized, controlled participation, in which the teacher does not use pedagogical strategies so that the children actively participate, taking a position on their learning process. It is concluded, in view of this, that children are competent subjects who need to be considered in their different languages, and by viewing them as the center of the pedagogical proposal it is possible to carry out meaningful and participatory work with them, which expands their development. which affirms the importance of sensitive listening for the development and conduct of educational actions in early childhood education.