Listening, welcome and resignifying the subtiles ofsilence: strategies for thinking the humanized sense of assessment in early

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Published: 2026-11-08
DOI: https://doi.org/10.5212/OlharProfr.v.29.25546.040
Keywords:
Early Childhood Education, Listening and Observing, Teacher Training.

Main Article Content

Dr.ª Lucia de Mendonça Ribeiro
Secretaria Municipal de Educação de Maceió - SEMED
https://orcid.org/0000-0003-0985-9228
Celia Cristina Monteiro de Oliveira
Semed - Secretaria Municipal de Educação de Maceió
Aurilene de Andrade Lira
Secretaria Municipal de Educação Maceió
https://orcid.org/0009-0009-7966-1832

Abstract

This experience report wants to invite us to review the formative processes of children and adults in Early Childhood Education from the overcoming of a predictable organization that does not share another idea of ​​time and ways of being and being a teacher with children. In the sense of resignifying processes, observation, listening and reception were considered methodologies of study and of a teaching work that was intended to be meaningful. The records arising from the powerful interlocution, between children and adults, enhanced the narratives and memories of the subjects involved by potentiating through pedagogical documentation a new look at the poetics of the everyday and at the humanized sense of evaluation. We invite to join us in this conversation authors such as: Madalena Freire, Maria Carmem Barbosa, Anna Marie Holm, Staccioli, among others.

Article Details

Issue

Vol. 29 (2026): Publicação contínua

Section

Experiências Pedagógicas
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Author Biographies

Dr.ª Lucia de Mendonça Ribeiro, Secretaria Municipal de Educação de Maceió - SEMED

Doctor and Master in Brazilian Education from the Federal University of Alagoas (UFAL). Graduated in Pedagogy (2007), with specializations in Management and Environmental Education (2009) and Inclusive Special Education (2017). Works as a Professor and Effective Coordinator of Early Childhood Education at the Municipal Secretary of Education of Maceió (since 2004); Collaborating Professor of the Professional Postgraduate Program in Health Education (MPES/UFAL) in the line of Management and Public Policies for Integration in Health Education, and Coordinator of the extension project PEPEEI Practices of Teaching, Research and Extension in Early Childhood Education (UFAL). Teaches Scientific Methodology and Didactics of Higher Education at CESMAC. Develops teaching, research, and extension activities with an emphasis on Early Childhood Education, Teacher Training; Curriculum; Expressive languages of Art; Listening, welcoming, and children's narratives; Childhood and city; Educational policies and management; Political-Pedagogical Project; Assessment in Early Childhood Education.It also acts as an ad hoc reviewer for journals and academic events.

Celia Cristina Monteiro de Oliveira, Semed - Secretaria Municipal de Educação de Maceió

She has a Master's degree in Education (2015) from the Federal University of Alagoas - Ufal, with a research line in Education and Language - Group: Writing, Text & Creation. Specialized in Psychopedagogy (2007) from the Center for Higher Studies of Maceió (Cesmac). Bachelor's degree in Pedagogy (2003) from the Federal University of Alagoas (Ufal). She is a teacher of early childhood education, level III, and works as a technician in the General Coordination of Early Childhood Education/CGEI - General Directorate of Education of the Municipal Department of Education of Maceió. She has experience in the area of Early Childhood Education and continuous teacher training. Research fields: child development - expanded curriculum of early childhood education - children's cultures - quality in early childhood education - language - acquisition of oral and written language - literacy.

Aurilene de Andrade Lira, Secretaria Municipal de Educação Maceió

Licensed Educator, Director of Early Childhood Education Semed Maceió - Alagoas

How to Cite

Listening, welcome and resignifying the subtiles ofsilence: strategies for thinking the humanized sense of assessment in early. Olhar de Professor, v. 29, p. 1–22, 8 Nov.2026.

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