Conceitos e interlocuções sobre as práticas da escuta sensível e do acolhimento nos anos iniciais do ensino fundamental

Abstract

The present study consists of reflecting on the concepts and interactions of the practices of attentive listening and fostering in the Early Years of Elementary School in the scientific productions, between the years 2012 and 2022, in order to understand the meaning and the actions of teachers concerning children. The main objective is to identify the concepts and approaches regarding to the practices of sensitive listening and the embracement of children in the early years of elementary school and, as specific objectives, to reflect on the importance of attentive listening and embracement of children and teachers in the school context, as well as, to analyze the concepts and approaches regarding the practices of sensitive listening and the embracement of children in the early years of elementary school, based on the construction of the State of Knowledge, within the period from 2012 to 2022. The interest in this research results from observations during teaching experiences, especially during the compulsory Curricular Internship in the Early Years of Elementary School, in which it became clear that the school routine is intense and requires from the teacher the compliance to the bureaucracy of the process. At times, children and teachers get frustrated, because they need to comply with what is set in the curriculum, leading to a lack of dialogue, of listening, and also a lack of sharing experiences, which makes for a needy, silent environment that causes unpleasantness. The technique used was the elaboration of the State of Knowledge, using the platform of the Brazilian Digital Library of Theses and Dissertations (BDTD) with the descriptors: sensitive listening, fostering, Early Years of Elementary School, and pedagogical practices. The theoretical approach recalls the historical aspects of education, interconnects the pillars of education: school, teacher, and child, and addresses the pedagogical actions of the teacher as a mediator of sensitive listening and welcoming practices. After selecting the productions, the State of Knowledge is organized in four categories (1) Play interconnected to children's learning and development; (2) Pedagogical teaching practices: what do teachers think and do in the classroom; (3) Emotions and feelings and the sensibility in the relationship among teachers and children; (4) Sensitive listening, through which the analysis of the productions found are carried out. The results point out that there is still a barrier and a breaking down of existing concepts and preconceptions in this stage of Basic Education, based on the understanding of the term child, as well as the goals of the school, and the teacher who is the mediator role, the organization and curricular planning of the school and teachers, the approach of teachers and children, the exchange of dialogues, the power of the teacher's sensitive listening in performing the fostering practices at school. Therefore, we highlight the continuing education within the school spaces for teachers to promote the importance of listening and welcoming children who aim to enhance the pedagogical practices at schools. In addition, besides the teachers' participation and cooperation among themselves, as well as, the exchange and sharing of experiences, it´s important to put a spotlight on education based on humanization, in which the planning is reflective, dialogued, and developed in order to welcome the particularities of each subject.