<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052024000400313</article-id>
<article-id pub-id-type="doi">10.12957/teias.2024.79324</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[RELAÇÃO DE ESCUTA DA PROFESSORA COORDENADORA COM AS CRIANÇAS DE UMA ESCOLA DE EDUCAÇÃO INFANTIL]]></article-title>
<article-title xml:lang="en"><![CDATA[LISTENING RELATIONSHIP OF THE PEDAGOGICAL COORDINATOR WITH THE CHILDREN OF AN PRESCHOOL]]></article-title>
<article-title xml:lang="es"><![CDATA[RELACIÓN DE ESCUCHA ENTRE EL COORDINADOR PEDAGÓGICO Y LOS NIÑOS DE UN CENTRO DE EDUCACIÓN INFANTIL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zanfelice]]></surname>
<given-names><![CDATA[Natalí Angela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chaluh]]></surname>
<given-names><![CDATA[Laura Noemi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista Instituto de Biociências de Rio Claro ]]></institution>
<addr-line><![CDATA[ SP]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista Instituto de Biociências de Rio Claro ]]></institution>
<addr-line><![CDATA[ SP]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<volume>25</volume>
<numero>79</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052024000400313&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052024000400313&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052024000400313&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente trabalho é recorte de uma pesquisa de mestrado realizada no ano de 2019, que teve como objetivo geral compreender a prática formativa da professora coordenadora atenta ao protagonismo infantil e ao protagonismo das professoras na escola. A referida pesquisa esteve articulada à perspectiva da pesquisa narrativa que legitima como objeto de estudo as próprias práticas dos docentes como forma de ampliar o conhecimento que circula e se produz na escola. Ainda, inspirada no paradigma indiciário como método interpretativo, procurou por indícios que revelassem de que forma o exercício da participação das crianças era potencializado nesse espaço escolar. Este artigo tem como objetivo ampliar o conceito de escuta discutido na pesquisa. Dessa forma são apresentadas três situações que dizem do exercício de escuta da professora coordenadora em relação às crianças e quais os desdobramentos desse movimento para os processos formativos junto às professoras. Destacamos a importância de um ambiente dialógico, no qual os adultos escutam o que as crianças têm a dizer e as consideram como sujeitos atuantes. Isso implica instituir no espaço escolar momentos de formação para institucionalizar práticas pedagógicas coerentes com a concepção de que seres humanos se pretende formar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is an excerpt from a research, carried out in 2019, whose general objective was to understand the formation practice of the pedagogical coordinator regarding the protagonism of students and teachers. This research was articulated with the perspective of narrative research that legitimizes the teachers&#8217; own practices as an object of study as a way to expand the knowledge that circulates and is produced in the school. Still, inspired by the evidential paradigm as an interpretive method, it sought evidence to reveal how the exercise of children&#8217;s participation was enhanced in this school space. This work aims to expand the concept of listening discussed in the research, thus presenting three situations that speak about the listening exercise of the pedagogical coordinator in relation to the children and what are the consequences of this movement for the training processes with the teachers. We highlight the importance of a dialogical environment, in which adults listen to what children have to say and consider them as active subjects. This implies establishing training moments in the school space to institutionalize pedagogical practices consistent with the conception of what human beings are intended to form.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente trabajo es un extracto de una investigación de maestría, realizada en 2019, que tuvo como objetivo general comprender la práctica formativa del coordinador pedagógico atento al protagonismo de los niños y al protagonismo de los docentes en la escuela. Esta investigación se vinculó a la perspectiva de la investigación narrativa que legitima las propias prácticas de los docentes como objeto de estudio como forma de ampliar el conocimiento que circula y se produce en la escuela. Además, inspirado en el paradigma indiciario como método interpretativo, buscó evidencias que revelaran cómo se potenció el ejercicio de la participación infantil en este espacio escolar. Este artículo tiene como objetivo ampliar el concepto de escucha discutido en la investigación, de esta manera se presentan tres situaciones que hablan del ejercicio de escucha del coordinador pedagógico en relación con los niños y las consecuencias de este movimiento para los procesos de formación con los docentes. Destacamos la importancia de un ambiente dialógico, en el cual los adultos escuchen lo que los niños tienen que decir y los consideren sujetos activos. Esto implica establecer en el espacio escolar momentos de formación para institucionalizar prácticas pedagógicas coherentes con la concepción de qué ser humano tiene la intención de formar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[práticas pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[escuta responsiva]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa narrativa.]]></kwd>
<kwd lng="en"><![CDATA[preschool]]></kwd>
<kwd lng="en"><![CDATA[teacher formation]]></kwd>
<kwd lng="en"><![CDATA[narrative research]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practices]]></kwd>
<kwd lng="en"><![CDATA[responsive listening.]]></kwd>
<kwd lng="es"><![CDATA[preescolar]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes]]></kwd>
<kwd lng="es"><![CDATA[prácticas pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[escucha sensible]]></kwd>
<kwd lng="es"><![CDATA[investigación narrativa.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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