Afinal, o que é esse tal protagonismo infantil?: visões e vivências em uma escola de educação infantil

Abstract

The present study investigated how child and experiencing leadership is seen in a school of early childhood education. It was investigated as the view of the child in relation to school for early childhood education is, and teachers vision in relation to this childrens perception. The goal was to bring a reflection about training and pedagogical practice which led us to the discussion about leadership concept and the possibilities of childrens participation in school planning. I tried to visualize the vertical separation between adult and child present in early childhood education and recognition of the importance of childrens speaking and listening for school planning. To answer my question, I decided to conduct a research intervention, mediated by design through exploratory interviews with three children bringing the presentation of their designs and their speeches, as well as a discussion on child role in pedagogical planning with teachers. The findings were analyzed in sociological perspective about children and childhood conceptions supported mainly on three theoretical contributions: Corsaro, Junqueira Filho and Sarmento that corroborate with the idea of the child as a social actor, subject able to actively participate in their own training, cultures create, invent and reinvent everyday, actively. Furthermore, research with children and not just on children is an increasingly explored possibility and allows us to understand the role of each one, which can be configured in shared leadership. Such findings have led me to conclude that the development of the concept of childhood and the adoption of other design criteria may promote closer relations between children and adults and their sharing of projects, responsibilities and commitments, with no individual starring role, neither appear mini tyrants, so feared by us, educators, nor submissive children, who know nothing. I propose that be experienced a shared leadership, where there is a relationship in which the knowledge of the child and the teacher has equal importance.