PROTAGONISM IN THE DAILY LIFE OF EARLY CHILDHOOD EDUCATION

This article aims to analyze the role of children in early childhood education. It is important to know whether the child plays a leading role in the processes of mediation, interaction and negotiation between the adult and the child. The theoretical framework includes authors on childhood, protagonism and early childhood education. As methodological procedures, we used participant observation and interviews with ten preschool children and two teachers, from November 2019 to May 2020. The results indicate: a) little understanding of the teachers about the rights of the child that they ensure, in the spaces children, listening, the voice and the role of the child; b) protagonism does not happen in its entirety and the teachers point out difficulties in the mediation process of children's protagonism during the performance of pedagogical activities. In summary, it is important to know the child's point of view, their ability, and value their role in the daily lives of Early Childhood Education institutions.