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In the exchanges between the teacher and the child, emotions appear as joy, sadness, anger, resentment, jealousy, low self-esteem, and feelings of trust or distrust, and can affect behavior towards others, pedagogical activities, and situations experienced. These emotional responses directly affect the student's learning. For this reason, it is necessary to create an educational environment of sensitive listening, and the intervention of the guidance counselor is fundamental, whose function is to mediate, help build relationships, and direct new strategies, bringing possibilities of building new paths. This will make all the difference in the teacher/student, student/mentor, and mentor/teacher relationship. Thus, by means of a bibliographical survey, we seek to understand how this sensitive listening happens and how it can be developed from the point of view of authors such as Wallon, Barbier, Grinspun, and Luck, among others. The guidance counselor is intertwined with the teacher in the educational field, the two need to be interconnected in a sensitive listening, to be able to guide very young children in all aspects necessary in their comprehensive training.
About the author
Professore di Educazione della prima infanzia - UFRJ, laureato in Pedagogia - ISERJ, laureato in Gestione educativa integrata - ISERJ, professore di comunicazione - 9CIFE presso UERJ, membro del team del corso complementare "Corpo, movimento e alfabetizzazione corporea" - UFRJ, formazione degli insegnanti - Saber Sistemas de Ensino.
