Abstract

Children participate whole body in their worlds of life, making visible the embodied nature of human action. From an ethnographic research with children, from 3 to 6 years old, at doctoral level, their empirical and theoretical bases (FERREIRA, 2009, 2013; FINGERSON, 2009; GIL, 1997; LE BRETON, 2009) of children is the basis of all their social experience, mediator of relationships, practices, discourses, appropriations of the Other and the world. This idea needs to be considered in pedagogical practices, so that we overcome the strong mechanisms of control and domination that institute and guide a normative social ordering of the ideal model of a disciplined and obedient body that marginalizes and excludes the body of the child eager to discover and discover- in its new and embryonic relationship with the world. The childrens as full-body social actors have in their incorporated action one of their ways of participating in the collective educational contexts through which they express their points of view, being essential the development of appropriate approaches to the children's communication forms, establishing a culture of communication that starts from the position of the child, so that we can build democratic practices, established in the paradigm of listening, more specifically auscultation, involved in human communication. Children as subjects of knowledge and producers of meaning have “voice”, are legitimate forms of communication and relationship that they use to express themselves and, in doing so, contribute to the renewal and reproduction of the contexts in which they participate when there is who are interested in hearing their voices.

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