Dialogical practices in early childhood education: pedagogical intentionality and the participation of preschool children in their educational process

Abstract

This article discusses bibliographic studies that portray dialogic practices carried out with pedagogical intentionality in preschool and involve the active participation of children in the educational process. To this end, it uses a qualitative methodology through a bibliographic and documentary review. We examined works published in the Annals of the National Academy of Education (ANPEd) that address mandatory enrollment, dialogic practices, and child participation in the educational process. From the analyses, we found the presence of legal provisions that ensure equal opportunities in access to and retention in school, mandatory enrollment, the provision of quality education, as well as the relevance of educational intentionality in practices focused on learning in early childhood education. We noted the understanding that dialogue is an essential condition in educational practice and that they discuss the right to education, quality teaching, and the active participation of children in their school career. We conclude that the pedagogical practices portrayed require intentionality from preschool professionals and can foster greater child engagement and development, with meaningful and enjoyable experiences.