Escola humanizada da UEA: enquanto houver escuta pode haver educação

Abstract

This thesis analyzes the pedagogical practices developed in the Humanized School Extension Program at the State University of Amazonas (UEA), investigating how an education grounded in listening, playfulness, creativity, and sensitive experience can contribute to the learner’s integral development. The Humanized School serves children and adolescents of different age groups in partnership with municipal and state schools, both on the university campus and in virtual format, including students with high abilities/giftedness. The research adopts a qualitative and applied approach, based on the observation and reflective analysis of pedagogical practices developed over six years of the program’s activities, in dialogue with references from humanistic education, neuroscience, and alternative educational experiences such as Escola da Ponte and Waldorf pedagogy. Listening constitutes the central axis of the investigation, understood as a pedagogical device capable of strengthening bonds, stimulating autonomy, and enhancing learning processes. As a methodological and epistemological strategy, the thesis incorporates artistic elements — such as dramaturgy, poetry, and musical suggestions — in order to mobilize the reader’s sensory field, in line with the educational proposal under analysis. The results show that humanized educational practices, grounded in listening and aesthetic experience, favor more meaningful learning, stronger educational relationships, and the formation of more autonomous, creative, and socially engaged subjects.