Pedagogy and responsible listening - Childhood culture at EEI-UFRJ: For dialogical pedagogical practices.

Children; Childhoods; Statements; Encounters; Child education; Chronicles.

This study aims to identify the children's action in the pedagogical practices developed at the UFRJ School of Early Childhood through the teacher's narratives, of children’s and their enunciations Bakhtin (2017), over the years 2016, 2017, 2018 and 2019. The work will be presented in the format of chronicles, assuming a Bakhtinian perspective that understands that human sciences deal with the relationship between people, expressive and speaking beings. The study will be divided into three parts: The first moment presents introductory chronicles, allowing a reflection on the genre and classic chroniclers like Drummond, Antônio Cândido, Fernando Sabino, among others. The second moment brings events noted in my planning notebook when I took over the group. I emphasize that, during the two years I was in school as a substitute teacher, I remained with the same group of children (Group 2 - children aged 1 and a half, through Group 4 - children completing 4 years of age). Being na early childhood teacher for over 20 years and always in private schools, working in the public school led me to reflect, or rather, it provoked me to unveil questions that have accompanied me since my first monographic research: Pedagogical proposal for early childhood education - A reflection (2000), work guided by professor Ligia Aquino. I saw in this public education space a great opportunity to rethink pedagogical actions. In this place EEI-UFRJ, through meetings with children, not only, but especially in the school yard, I was able to taste the empowerment that autonomy proposes to the teacher, as well as such responsibility. This place of “power” made it possible for me to carry out countless activities with children, always giving them the opportunity to be the central subject of their learning. In the third moment of the research I explore my return to school, no longer as a teacher but as a researcher. From this other place, I continue with the objective of the research, perceiving the performance of children in the school space. In view of the above, we take a chance on a rhetoric little used in academic works. We organized in chronicles some events that lead us to reflect the importance of a horizontal relationship – teacher / children / place in meaningful experiences and attentive to the nature of their statements that can emanate when there is a responsive listening by the teacher. At first, the interlocutors invited for the dialogue are Bakhtin (2011; 2017) Benjamin (1992; 2002) and Vigotski (2009; 2010). Through the chronicles presented, there is the proposal to rethink practices and activities that do not subordinate the social place of children, and the early childhood school can be a space where the child, as the protagonist of history, be ready to build culture while also being constituted by it. Evolving with the study and the desire to write another chronicle, I wonder: would the job of a teacher of early childhood education, a profession yet to be invented?