Escuta pedagógica : uma possibilidade formativa de ressignificação da prática docente na educação infantil

Abstract

The silencing of children's voices in the school context, evidenced in recent studies carried out in the context of Early Childhood Education, indicates this context is marked by little participation of children, lack of dialogue between adults and children, and repetitive and authoritarian practices that negatively affect the quality of education. Therefore, the problem question that guides this study is: how pedagogical listening can contribute to the formative processes of resignification of teaching practice in early childhood education? In order to seek answers for this inquiry, from a formative process, this research adopted the Pedagogical Action Research (PAPe, in portuguese) methodology enunciated by Franco, which has, like this study and pedagogical listening, its epistemological basis constituted in the Freirean critical pedagogy. The main objective was to understand how pedagogical listening can contribute to the formative processes of resignification of teaching practice in Early Childhood Education. PAPe consisted of two steps investigative formative meetings. The first step was performed in a early childhood education public school, where the five teachers who joined the investigation and the researcher, carried out intentional listening to the children who were encouraged to verbalize their feelings in relation to school spaces/times and about their perceptions of teaching and learning processes. At the same time, children's narratives were the object of study for the participants to carry out collective critical reflections. The second step took place in a virtual context and consisted, on the participants' resignification, of the analyzes carried out by the researcher on knowledge built from the investigation of their own practice in the first step. The research corpus was made up of transcripts of the audio recordings of the face-to-face and virtual meetings. The transition from raw data to organized data was based on Content Analysis and the Method of Interpretation of Meanings, which has been validated by triangulation from Minayo's perspective. The analysis categories ¿From teaching solitude to the research collective¿ and ¿Praxis of listening¿ indicated that the formative process that enabled the constitution of the research collective was decisive for the constitution of listening as a pedagogical one. Surprises, discoveries, disappointments and doubts arising from listening, critically reflected in the collective, resulted in teachers' awareness of the need for children to collaborate in their learning process, which tends to give new meaning to teaching practice. The research result points to the need for reformulation of public policies for teacher education, institutional investment related to continuing education in service from investigative formative processes for knowledge sharing and improvement of children's listening practices.