Notes on teaching young children: opening to the other and the unexpected

Authors

• Lilibth Wilmsen Universidade de Caxias do Sul https://orcid.org/0000-0002-8783-6438
• Flávia Brocchetto Ramos Universidade de Caxias do Sul https://orcid.org/0000-0002-1488-0534

DOI:

https://doi.org/10.17058/rea.v33i1.20349

Keywords:

pedagogia participativa, planejamento, educação infantil, infâncias, documentação pedagógica

Abstract

The research focuses on empirical findings for the construction of reflections that intertwine pedagogical documentation with children's multiple languages. This article aims to discuss the participatory pedagogies and possibilities of child protagonism in daily school life. We seek to understand how children's participation is made possible and considered by the school in its pedagogical practices based on pedagogical documentation and listening to teachers and children based on empirical data built in a kindergarten. The writings follow theoretical reflections about participatory pedagogies and empirical findings built through case study, through focus groups with teachers and children and with the analysis of documentation from a private Kindergarten School in Caxias do Sul. As a result, we can see the complexity of listening to children in their human dimension and the responsibility of teaching in building listening that legitimizes boys and girls at school, providing new possibilities to express themselves and give meaning to the world.