O que há de novo na roda? a roda de conversa como espaço de escuta e participação da criança

Abstract

This study aims to understand the concepts and practices in “talking circle times” of two teachers of kindergarten classes (4 years old) in Public Childhood Education Institutions of Fortaleza City Hall. For some time “talking circle times” were characterized as direct practices with didactic rules held always in the same way, occupying an impoverished space in which there was little participation of children and where pedagogy of transmission was dominant. We conducted a Qualitative Research, for it seeks to understand a phenomenon from its meanings. The methodological procedures used were participant observation, and semi structured interviews with the teachers. We used as tools: field diary and filming.The analyzes of the results point to talking circle times as a space for participation and listening of the child. It’s necessary that the teacher in her child's conception, conceive it as a competent being, which produces and acts in culture. For one of the collaborators, the child needs to be "taught", "educated" falling to the adult "teach", "guide" remnants of a directive pedagogy. And another, who sees the child as competent, being attentive to their speech and expressions, comprises the conversation circle as a dialogic practice. It should be a democratic space in which children can have active participation and possibilities of meetings among child and teacher and child and child. We believe our work can contribute to the improvement of pedagogical practices. We advocate talking circle to be really conversation in the circle, a democratic space of individuality and collectivity expression. We also hope that the interactions and games, guides of the curriculum principles, can be fulfilled by looking and listening.