Perspetivas sobre a participação da criança no ambiente educativo

Children's participation is becoming more prominent in educational discourses. However, the connection between speeches and practices is not always consistent. This article, therefore, examines the conceptions and practices of early childhood and primary school teachers regarding children’s participation in the teaching-learning process. The study uses a qualitative methodology consisting of interviews with four early childhood teachers and five first-cycle primary school teachers in order to learn more about their understanding and attitudes towards child participation, how they incorporate child participation into their organisation of the educational environment, and the obstacles to creating a more participatory classroom. The data collected confirmed the importance of child participation in educational settings, but revealed certain differences between the two groups in relation to their attitudes to child participation and teaching practices in this regard. The conception of child participation by early childhood teachers was found to consist of listening to the children’s motivations and needs, and treating them as active agents, although this implementation is not very explicit. In the case of first-cycle primary school teachers, pupil participation was viewed mainly in terms of asking and answering questions.