CHILDHOOD PROTAGONISM IN EARLY CHILDHOOD EDUCATION: ATTENTIVE LISTENING AS A PATHWAY TO KNOWLEDGE CONSTRUCTION

Abstract

This article aimed to discuss childhood protagonism in Early Childhood Education and highlight attentive listening as an essential pedagogical practice for the construction of knowledge. The research was based on a qualitative approach, using bibliographic review of authors and official documents that present listening as a central element of educational practice and recognize the child as a subject of rights and co-author of their own learning. The results showed that when children are listened to in a sensitive and intentional way, they feel a sense of belonging to the school environment, develop autonomy and actively contribute to the educational process. In this context, attentive listening is not merely a methodological tool, but an ethical and political stance that challenges adult-centered practices and strengthens a more democratic and humanized education. It is concluded that valuing listening and childhood protagonism requires investment in teacher training, reorganization of school routines, and a revision of conceptions about childhood. Truly listening to the child is recognizing their power and their capacity to transform the world with their small yet powerful voices.