A escuta das crianças e a formação continuada dos professores/as na instituição de educação infantil: ressignificando as práticas pedagógicas da pré-escola, na Escola Municipal Girassol em Paço do Lumiar - MA

Abstract

This dissertation was developed within the Graduate Program in Basic Education Teaching Management (PPGEEB) at the Federal University of Maranhão and aimed to understand how listening to children can contribute to the continuing education processes of Early Childhood Education teachers. The investigation was conducted through an intervention research with a qualitative approach at Escola Municipal Girassol, located in the municipality of Paço do Lumiar, Maranhão, Brazil, based on the understanding of children as subjects of rights, producers of knowledge, and active participants in educational processes. The study problematizes the limited inclusion of children’s voices in teacher education processes and pedagogical planning in Early Childhood Education, discussing the need for practices that are more sensitive to children’s experiences. Data production strategies included conversation circles, observations of everyday school life, drawing activities, mediated story reading, and reflective meetings with teachers from the institution. The analyses showed that children express perceptions about school, play, relationships, and lived experiences through multiple languages, such as speech, drawings, gestures, play activities, and other symbolic productions. The findings also demonstrated that listening to children can constitute an important reflective device for pedagogical practices, contributing to the reorganization of teaching planning and to the construction of more participatory, dialogical, and contextualized formative processes. During the intervention research, the experience called Children’s Listening Laboratory was developed, enabling the construction of collective reflective spaces among teachers regarding children’s expressions and the possibilities of incorporating listening practices into everyday pedagogical work. Based on this process, an educational product was developed in the form of a training handbook aimed at the continuing education of Early Childhood Education teachers, organized around theoretical foundations, pedagogical experiences, and reflective tools concerning listening and children’s participation in pedagogical planning. It is expected that the results of this research may contribute to the strengthening of more democratic, participatory, and child-sensitive pedagogical practices, as well as to the expansion of discussions about continuing teacher education in Early Childhood Education.