EDUCAR COM OS PÉS NO CHÃO E O CORAÇÃO ABERTO

A ESCUTA SENSÍVEL COMO PRÁTICA INCLUSIVA NO COTIDIANO ESCOLAR

Abstract

This article analyzes sensitive listening as a fundamental pedagogical practice for achieving inclusive and humanizing education in contemporary school contexts. Based on a qualitative approach and supported by a critical literature review, it discusses how listening, understood not merely as an auditory act but as an ethical and political stance, can serve as a structuring axis for more affective, democratic, and welcoming educational processes. Drawing on the theoretical contributions of Paulo Freire, Bell Hooks, Carlos Skliar, Maria Teresa Mantoan, Cristiane Guimarães, and Lev Vygotsky, the article highlights the potential of listening to foster meaningful pedagogical bonds and to value diversity as a formative principle. It argues that sensitive listening is closely linked to the pedagogy of presence and to the development of affective relationships that promote the recognition of students' subjectivities. The study contends that educational practices based on active listening contribute to overcoming historical silencing, fostering belonging and protagonism among those traditionally marginalized within school settings. The final considerations underscore the urgency of public policies and training processes that elevate listening as a central pedagogical dimension, reaffirming schools as spaces of life, encounter, and social transformation.