WELCOMING, LISTENING AND BUILDING MEANING: PLANNING THE ROUTINE WITH ACTIVE METHODOLOGIES IN EARLY CHILDHOOD EDUCATION AS A HUMANIZED PEDAGOGICAL PRACTICE

Abstract

This article proposes a reflection on the routine in Early Childhood Education as a humanized pedagogical practice, grounded in the pedagogy of listening, active methodologies, and the theoretical frameworks of Wallon and Vygotsky. It argues that the school routine transcends the mere organization of activities, configuring itself as a symbolic language that communicates care, belonging, and respect for the child’s uniqueness. The educator acts as a sensitive mediator, promoting the integral development of the child by considering their affective, motor, and cognitive dimensions, as highlighted by Wallon (1998), and fostering the social mediation emphasized by Vygotsky (1998). The qualitative research, based on experiences in the municipal public network of Luziânia-GO, highlights the importance of reflective planning and active listening to build meaningful pedagogical experiences that respect the times, interests, and subjectivities of children. It concludes that a routine planned with affection, listening, and intentionality not only enhances learning but also strengthens affective bonds, autonomy, and child protagonism, constituting an ethical and political practice in Early Childhood Education.