A escuta das crianças na educação infantil: narrativas de uma professora em tempos de pandemia

Abstract

This research, from the Postgraduate Program in Public Policies and Educational Management of the Professional Master's Course, demonstrates how the teacher, child and knowledge relationship is built and its possibilities in pedagogical work with young children in a time of pandemic in a network school of the Municipality of Santa Maria. Our general objective was to understand how the teacher, child and knowledge relationship is built and its possibilities in the work pedagogical with young children in time of a pandemic. In order to achieve this objective, we sought to identify, from the point of view of history, how the education of young children was constituted in Public Policies; recognize how the Sociology of Childhood helps in understanding the role of children in the area of education, especially for young children; reflect on the pedagogical work with young children in Early Childhood Education in a time of pandemic; to investigate the potential of records in the construction of shared protagonism between children and teacher and to contribute to the teachers' reflexive process on the relationships established between the narratives and processes of meanings of children. The research is based on a qualitative approach, created from an “Craftsmanship” by the researcher herself, contemplated with some inspirations from ethnographic research, with perceptions and reflections about the movements of children and teacher at school. The basis for the discussions and interpretations of the data were the narratives of the researcher teacher herself through her logbookThe theoretical framework is organized based on authors Rinaldi (2014), Kuhlmann Júnior (2015), Freire (2003, 2017 and 2019), Morin (2019 and 2020), Fortunati (2016), Hoyuelos (2019) and Josso ( 2004). In this way, when analyzing the findings through the narratives, it was possible to perceive the importance of attentive and sensitive listening to our children in the daily pedagogical work, reverberating the shared protagonism from the spaces, times and interactions existing in Early Childhood Education teaching. It is hoped that this research intends to reflect on the possibilities of narratives in relation to pedagogical work, in order to affirm the shared protagonism between teachers and children in times of pandemic. From this, the research product is a document in digital format containing narratives of the pedagogical work with young children, named “Daily Shows” and will aim to help teachers from public and private networks to think about their pedagogical work with the children, through narratives, materializing their thoughts and those of children, along with their learning.