O (não) lugar do protagonismo e da escuta infantil : um estudo de caso em um CMEI de João Pessoa

Abstract

The main objective of this work is to identify whether, in the daily life of the researched institution, children have their role recognized and their voices considered, highlighting the relevance of listening in early childhood education institutions, observing its effectiveness or absence. It should be noted that the investigation is part of educational policy studies aimed at the full inclusion of children in society, with a view to building their active citizenship. To this end, we carried out research of a social, qualitative and interpretative nature with ethnographic inspiration, of a case study type. Its theoretical and methodological foundations are anchored in the Malaguzzian approach, Sociohistorical Psychology, the Sociology of childhood and the Anthropology of children, which confirm the authorship of children, considering them as subjects capable of expressing themselves for themselves, being producers and produced in and by own culture. To produce the data, participant observation techniques were used systematically, in addition to informal interviews. Participant observation took place in an early childhood education institution in the municipal network of João Pessoa - PB, which serves children aged between 2 and 4 years and eleven months. The records totaled thirty-five visits with entries in the field diary. Our initial hypothesis was that children's protagonism, as well as children's listening, do not yet occupy a central role in most pedagogical practices. Based on this hypothesis, we formulated the following research question: are we in fact, in our day-care centers and preschools, recognizing the protagonism of children and respecting their voices? In general, the research results indicated that the CMEI idealized by the child is anchored in games and interactions, emerging as a fun, dynamic, lively place, with many possibilities for choices. In short, children want to play, create and live their childhood, including access to structured toys and devices that are part of today's marketing culture. The data also point to a clear willingness on the part of children to resist the pedagogy of control. Furthermore, they denounce the authoritarianism of adults when dealing with them about everyday trivialities, a historical practice that disrespects their condition as subjects, relegating them to subalternity, domination and subservience. In view of this, children's competence to say about themselves and their daily lives is evident. When asking teachers and technicians about the view of the child as a subject of history and law, the answers presented were short and inconsistent, revealing a superficial understanding of the topic. In view of the above, we conclude that, in the research institution, children's protagonism and listening do not occupy a central role in the educational process. Finally, we hope that the results presented here serve as insights for all colleagues who advocate for children and their childhoods, encouraging deeper reflections on listening and taking a leading role in early childhood education. Finally, we reiterate our commitment to building a more ethical and inclusive society. We hope that this work will intensify the fight against the transmissive and preparatory education model, and, consequently, strengthen more participatory and democratic pedagogies.