Narrar a escuta e escutar a narrativa: percursos, encontros e conexões da experiência de aprendizagem no contexto da Educação Infantil

Abstract

This work was constituted as qualitative research, with a narrative approach, which aimed to understand how teacher training is constituted by the narrative of listening to children in preschool. The study's theoretical framework was composed of authors who investigate narrative as a research methodology in the context of education, highlighting the perspective of learning through experience, and other scholars in the area of pedagogy, sociology, and philosophy. The study was developed following line of research 1: Teaching and Learning Processes in formal and non-formal environments, of the Graduate Program in Science Education, Chemistry of Life and Health. The investigation went through the Covid-19 Pandemic and had an impact on the limitation of carrying it out exclusively in a virtual context, through an online meeting schedule with a group of 10 teachers involved. The results of the study showed that there was significance in the construction of the path of participation of those involved when narrating the child's listening and listening to the narrative, in the learning context that the research structured. The narrative approach, experienced by the group participating in the research, and by the researcher, enabled the construction of shared knowledge and the configuration of connections, with reflections and provocations that nourished the investigation space. It was possible to understand the potentialities of learning through the experience of narrating the child's listening and, through this movement, problematize and signify structuring elements of the preschool context, in early childhood education.