O papel da pedagogia do diálogo e da pergunta no acolhimento na educação infantil

Abstract

This Undergraduate Thesis aimed to examine the different perceptions and practices related to welcoming in Early Childhood Education, investigating the extent to which the pedagogy of dialogue and the pedagogy of the question, from Paulo Freire’s perspective, contribute to its development. This qualitative and bibliographic study was conducted using research located in the Brazilian Digital Library of Theses and Dissertations (BDTD) and the CAPES Journal Portal. The study first contextualized the historical and social importance of Early Childhood Education and discussed how welcoming is addressed in Brazilian official documents, highlighting its legal and pedagogical relevance. The theoretical framework was grounded in Freirean philosophy, which guided the analysis of eighteen academic works on the topic. The findings revealed four main categories: Listening and Dialogue, Continuous Affective Bond, School–Family Relationship, and Freirean Challenges. They also indicate that the pedagogy of dialogue is well established in the literature, while the pedagogy of the question still appears in an emerging and less explored form. The study concludes that welcoming is strengthened when these pedagogical approaches are applied together: dialogue fosters bonds and attentive listening, while questioning nurtures curiosity and critical thinking. Thus, welcoming emerges as an ethical, humanizing, and transformative dimension of teaching