LISTENING TO EMOTIONS AS A PEDAGOGICAL PRACTICE
AN EXPERIENCE OF CLASSROOM ORIENTATION AND DIAGNOSIS AT THE BEGINNING OF THE SCHOOL YEAR
Keywords:
Sensitive listening, Pedagogical practice, EmotionsAbstract
This experience report presents a pedagogical practice developed with second-grade elementary school students at the beginning of the 2026 school year, aiming to promote sensitive listening to children’s emotions through drawing activities. The activity made it possible to identify different affective states, such as joy, contentment, surprise, love, tiredness, and anxiety, functioning simultaneously as a welcoming strategy and an emotional assessment tool. Grounded in the contributions of Paulo Freire, Lev Vygotsky, Antonio Gramsci, and Walter Benjamin, the proposal understands children’s graphic expression as a legitimate form of language, interaction, and meaning-making. The experience also enabled observations of students’ graphic development, symbolic representation, and emotional repertoire, while fostering stronger bonds, a welcoming atmosphere, and the construction of a more humanized school environment attentive to the cognitive, affective, and social dimensions of learning.
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References
FREIRE, Paulo. A importância do ato de ler: em três artigos que se completam. 23. ed. São Paulo: Cortez, 1989.
FREIRE, Paulo. Pedagogia da autonomia: saberes necessários à prática educativa. 30. ed. São Paulo: Paz e Terra, 1996.
GRAMSCI, Antonio. Cadernos do cárcere. Rio de Janeiro: Civilização Brasileira, 2001.
VIGOTSKY, Lev Semenovich. A formação social da mente. 7. ed. São Paulo: Martins Fontes, 2007.
BENJAMIN, Walter. Reflexões sobre a criança, o brinquedo e a educação. São Paulo: Editora 34, 2011.
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