A CRIANÇA COMO PROTAGONISTA DA SUA APRENDIZAGEM

Abstract

The study aims to draw on participatory observation the experiences of a group of children inserted in a collective educational context, in a private Early Childhood Education Center linked to a state agency. The framework is based on Schaberle, Sousa and Andrade (2018), Baracho (2011) and Sá (2010). The research hypothesis is that the child as a social subject and producer of culture, when inserted into the institutional context of early childhood education, needs to be taken as the protagonist of their development and learning process. To collect empirical data, 12 very young children from the class aged between 8 and 24 months were monitored, three contexts with four children were selected to report their experiences. It is concluded that the child was seen by the researcher as an active and competent subject, capable of expressing his ideas, curiosities and questions through different languages.

Keywords: Sensitive listening. Reggio Emilia approach. Child Protagonism.