LISTENING TO CHILDREN AND PLANNING PRACTICES DURING RECESS: EXPERIENCES FROM THE INSTITUTIONAL SCHOLARSHIP PROGRAM FOR TEACHING INITIATION (PIBID) IN THE CONTEXT OF EARLY CHILDHOOD EDUCATION

Abstract

Teaching with young children is shaped in relational and collaborative ways, taking into account the specificities of this educational stage and the particularities arising from the daily contexts in which it occurs. This paper aims to discuss elements of teaching in Early Childhood Education based on listening to children regarding the organization of pedagogical practices related to the space/time dedicated to recess. To that end, it presents reflections on a formative journey experienced through the Institutional Scholarship Program for Teaching Initiation (PIBID), linked to a Bachelor's Degree in Pedagogy at a Brazilian Federal University, based on the analysis of records produced during this process. As theoretical support, we draw on literature about Early Childhood Education (Edwards, Gandini & Forman, 2015), the Pedagogy of Listening (Rinaldi, 2024), initial teaching practices in early education, and the construction of active pedagogical practices within the universe of education with children (Proença, 2019), in collaboration with voices emerging from relational contexts between adults and children in institutionalized spaces. Grounded in qualitative research, and methodologically referenced in an approach based on the Pedagogy of Relation and Listening, this work promotes engagement with school contexts and their children, expanding the scope of listening to what children say about recess as a time for play, how they use the available spaces, and aiming to build indicators for (re)organizing pedagogical practices based on children's suggestions, needs, and interests. Within this scenario, we address the challenges of teaching related to the construction of pedagogical practices centered on children's voices, desires, and expressed interests. This process highlights the movement of constituting teaching in/with early childhood education as a means of promoting study, reflection, and the redefinition of concepts and practices that respect children as subjects of rights, ensuring their central role in planning and in the lived curriculum in Early Childhood Education institutions. It also emphasizes the intentional planning of principles and the full rights to learning and development through the praxis of the child–teacher relationship.