A escuta dos bebês e das crianças bem pequenas na elaboração do planejamento pedagógico das/os professoras/es

Abstract

This research aimed to analyze the role of listening to babies and young children in the development of pedagogical planning by early childhood education teachers. This general objective unfolded into three specific objectives: (I) To understand the conceptions that early childhood education teachers have regarding listening to babies and young children; (II) To identify the listening strategies for babies and young children developed by early childhood education teachers; and (III) To investigate how listening to babies and young children is considered in pedagogical planning in the context of early childhood education. This study was theoretically based on the contributions of Ariès (1981), Barbosa and Horn (2008), Campos (2008), Sarmento (2004) e Kuhlmann Jr. (1998), to discuss the concepts of children, childhood, and early childhood education. Furthermore, it was grounded in the works of Malaguzzi (1996), Formosinho and Oliveira-Formosinho (2019), Friedman (2020), Rinaldi (2021), Ostetto (2000), Ribeiro (2022), Hoyuelos (2019, 2021), and Fochi (2019) to construct concepts related to Participatory Pedagogies, listening to children, pedagogical documentation, and planning. Finally, Sales (2007), Arce (2001), Ortiz (2007), Campos (2008), Lino (2018), Freire (2014), Kramer (2005), Ostetto (2017), and Barbosa and Horn (2001) were used to conceptualize the teacher's role in early childhood education from a historical perspective. Methodologically, the study was based on the principles of Qualitative Approach (Minayo, 1994; Bogdan, Biklen, 1994) and configured as field research with ethnographic inspirations (André, 1995). Data generation techniques included participant observation (André, 1995), focusing on pedagogical practice and children's participation, and semi-structured interviews (André, 1995; Manzini, 1991) with the teachers of the two groups. The participants and the research context consisted of two teachers, one from the nursery and the other from an Infant II group, at a public Child Education Center (CEI) in Fortaleza 3 CE. The constructed data showed that, for listening to be effective in early childhood education, it needs to be supported by an organization of time and space that facilitates its realization. Furthermore, it is essential to use observation and documentation strategies to return to the children what has been heard. In this way, listening becomes not only a pedagogical practice but a principle that guides and transforms relationships and learning processes in childhood.