A escuta das crianças na educação infantil: reflexões a partir de uma experiência de estágio supervisionado

Abstract

This experience report discusses the listening to children in the daily life of Early Childhood Education, based on observations carried out during the supervised internship of the 8th semester of the Pedagogy degree program at the Federal University of Amazonas, in partnership with a Municipal Center for Early Childhood Education (CMEI). The study is grounded in Loris Malaguzzi’s Pedagogy of Listening (1999) and in the Sociology of Childhood, having as its main references Sarmento (2008, 2013) and Corsaro (2011), who recognize the child as a subject of rights and endowed with agency. The paper analyzes how children’s voices, expressions, and productions are—or are not—valued in the educational environment. The methodology adopted consisted of participant observation, with systematic records in a field diary, which captured interactions with the children both in the reference classroom and during recess. The records revealed that teaching practices sometimes silence and sometimes welcome children’s participation. Such practices are still crossed by adult-centered logics, which restrict children’s participation in the educational process. The study also highlights the importance of listening as a principle for a dialogical and inclusive education.