LISTENING RELATIONSHIP OF THE PEDAGOGICAL COORDINATOR WITH THE CHILDREN OF AN PRESCHOOL

Resumen

ZANFELICE, Natalí Angela  y  CHALUH, Laura Noemi. LISTENING RELATIONSHIP OF THE PEDAGOGICAL COORDINATOR WITH THE CHILDREN OF AN PRESCHOOL. Revista Teias [online]. 2024, vol.25, n.79, e79324.  Epub 07-Mayo-2025. ISSN 1982-0305.  https://doi.org/10.12957/teias.2024.79324.

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’ 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’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.

Palabras clave : preschool; teacher formation; narrative research; pedagogical practices; responsive listening..

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