REDIMENSIONING THE FORMATION OF TEACHERS AND THE TEACHING FROM THE LISTENING PEDAGOGY
DOI:
https://doi.org/10.19177/prppge.v12e212018135-153Keywords:
Infant Education, Listening pedagogy, Listening to children, Teacher formation, Teacher's craftsAbstract
This article presents reflections on how listening to children can contribute to rethink the initial and permanent formation of teachers and to consolidate the specificity of teaching in Early Childhood Education. In order to reach the objectives of the study, it adopted an interpretative methodology, which follows paths close to the hermeneutical circle. It starts from the assumption that teaching with children is a relational practice that takes place since being with the children. Therefore, it is a knowledge that takes place in context and that requires teachers to learn to listen to children to constitute their craft way of teaching, their teaching craft. The conclusions show that understanding what a Listening Pedagogy means is an immediate need to point out propositions for the initial and permanent formation of teachers and to re-dimension the teaching as a fundamental commitment to think a Pedagogy of Childhood.
Downloads
Published
Issue
Section
License
![Licença Creative Commons](http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png)
Poiésis is licensed under a Creative Commons Atribuição-Uso Não-Comercial-Não a obras derivadas 3.0 Unported License.