Tentativas de escuta das infâncias em territórios ditos periféricos: narrativa com crianças nas múltiplas vias de experiência

Abstract

The purpose of this research is to address a pedagogy of listening through research that seeks/attempts to live experiences with children in day care centers in slums. The study seeks to create an active listening relationship in interpersonal communication and how it can be experienced at school, exploring the theories and concepts related to listening, as well as the pedagogical approaches that emphasize its importance in learning through playful practices and how the pedagogy of listening can be experienced in the day care center. This research was carried out with students aged between 4 and 5 years old, enrolled in the Creche Municipal Samora Moisés Machel, which belongs to the public network of the city of Rio de Janeiro and is located in the territory of Complexo de Manguinhos, more precisely in the community known as Mandela II. The research takes on an autobiographical character as it is carried out by a researcher teacher, who focuses on her own practice. I bring the memory exercises present in my field notebooks and logbooks. Listening and narrative are in the experiences with children in favela territories: Complexo de Manguinhos and surroundings, and their relationship with the need for debate, to speak and to be heard. In this sense, this work aims to argue that engaged active listening is fundamental for meaningful learning and for the development of social and emotional skills, highlighting the importance of incorporating listening pedagogy into educational practice to create a more participatory, collaborative and inclusive learning environment, disquieting the discussion by the concepts presented by Vea Vecchi (2017), Paulo Sérgio Fochi (2019), Paula Sibilia (2016), Paulo Freire (2019), Conceição Evaristo (2017), Marcus Faustini (2009), Carolina Maria de Jesus (2014), Walter Benjamin (1989).