Da opressão à libertação das infâncias: problematizando o adultocentrismo nos processos pedagógicos e valorizando as infâncias, seus saberes e modos de ser

Abstract

The monograph investigates adult-centrism in early childhood education, flowing from autobiographical memories, observations of the stage and bibliographic review, bringing authors such as Ariès (1981), Buber (2006), Freire (2002) and Vigotski (1991). It proposes to understand how adult-centered practices silenced children's voices and limited creativity, autonomy and affectivity, and relates these marks to the observed pedagogical consequences. The methodology is qualitative and theoretical-reflexive, with a survey of academic productions and analysis of the author's experiences. As paths to problematization, the work defends sensitive listening, participation of children in the construction of the curriculum, evaluation that values processes, pedagogical environments with meaningful materials and time to play with them, and continuous teacher training focused on dialogue and ethics of respect, affection, and care. It shows that everyday changes in school practice are more than new techniques, but rather an ethical reformulation of adult-child relationships so that the school really grows along with childhoods.