A pedagogia da escuta: buscando novas práticas

Abstract

This study aims to reflect on the pedagogy of listening and how the protagonism of 4/5 year old children in relation to the planning of artistic activities and play in different spaces can be effective in the daily life of the school “Escola Municipal de Educação Infantil (EMEI) Castelo”. This paper presents in theoretical form concepts referring to the conception of Malaguzzian Listening Pedagogy and to the different types of languages of the child. The methodology used was the qualitative method, developed through bibliographic research on subjects pertinent to the theme, journal articles, books, book chapters and electronic information. Fieldwork was also done with EMEI Castelo teachers and students. The interview was conducted with teachers from 1 to 6 years old, which aimed to improve teaching practice. The intervention plan was carried out with students from 4 and 5 years old, in which the children were protagonists, contributing with pedagogical practice. Together with the students, activities were defined for each day of the week, such as storytelling, music, poetry, games, paintings. The results indicate that listening pedagogy is a practice that favors the child to discover himself as the main actor of his own history and assists the teacher in the planning of his activities. It was also found that professionals, despite recognizing the challenges of this action, believe in its potential, and are aware that they should further promote the pedagogy of listening and observation, guided by the perception of how much listening is experienced by emotions. It thus contributes to a better development and learning of students and all those involved in this process. This enables a thinking and questioning act, because children are the main authors of knowledge in the classroom.