SCHOOL AS A SPACE FOR DISCOVERIES: young children and their relationships

This article considers the results of a master's degree research on the importance of young children's relationships in early childhood education schools, with the practice of planning and organizing different times and spaces, with and for children of different ages. The objective is to promote reflection on how these relationships can contribute to the integral development of young children at school, develop social skills, build friendships and learn to live with differences. Highlights the need for pedagogical practices that consider diversity and individual needs, essential, as results of a research, in which participant observation was adopted as a method, aiming to establish direct contact with the environment and take part in the interactions and activities of individuals studied, directly experiencing the subtleties and complexities of the context, in rich and unique moments, in early childhood education, in a public school in Sao Paulo. As for the results, it was identified that by valuing and incorporating experiences into pedagogical practice, we recognize the child as an active subject and protagonist of their own learning, as well as the challenge of developing environments and moments that are more welcoming, meaningful, attentive and inclusive, with authorship, participation and collective autonomy of everyone involved: children, teachers and managers. Furthermore, we noticed that there is a lack of appreciation and attention to interactions between children, and they are often unable to communicate their ideas, opinions, desires and needs due to time constraints, lack of encouragement from adults or the presence of rigid structures in the school environment.