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This qualitative approach research aimed to investigate how teachers of Early Childhood Education evidenced, in their daily planning, teaching practices that made possible the Children's Protagonism of children who are 4 to 5 years old. For a better understanding of the concept of “Children’s Protagonism”, a bibliographical review was carried out in which the ideas of authors such as Silva (2011), Costa (2007), Moss (2009), Malaguzzi (1999), Edwards, Gandini and Forman (1999) were highlighted to ponder on the educational practices developed in a public school of a town in the Taquari Valley in Rio Grande do Sul. It was possible to verify, through this study, that the ∗ Este estudo é decorrente de uma monografia desenvolvida na disciplina de Trabalho de Conclusão de Curso II, do curso de Pedagogia do Universidade do Vale do Taquari (Univates) – Lajeado/RS, como parte da exigência para a obtenção do título de Pedagoga. ∗∗ Especialização em Psicopedagogia pelo Centro Universitário Leonardo da Vinci (Uniasselvi). Graduação em Pedagogia pela Universidade do Vale do Taquari (Univates). Contato: carinesteffens@gmail.com ∗∗∗ Doutora em Educação pela Universidade Federal do Rio Grande do Sul (UFRGS). Docente do Programa de Pós-Graduação em Ensino da Universidade do Vale do Taquari (Univates). Contato: jacqueh@univates.br Cadernos CIMEAC – v. 9, n. 2, 2019. ISSN 2178-9770 UFTM | Uberaba – MG, Brasil ~ 205 ~ CARINE STEFFENS | J ACQUELINE SILVA DA SILVA pedagogical proposal of the investigated school emphasizes children's protagonism, since the projects that guide the teachers’ emergent planning arise from different manifestations expressed by children through playful situations. The flexible planning of teachers is due to the pedagogical documentation they carry out daily, permeated by sensitive listening. And the teaching strategy used by teachers as stimulators of the Child Protagonism is the organization of pedagogical spaces within the classrooms.

O protagonismo e o planejamento diário de professores da educação infantil / The protagonism and the daily planning of teachers of child education