Methodological Strategies to Listen to Children’s Voices: A Systematic Critical Review

• Miguel Ángel Urbina García ^[1]
  1. [1] University of Hull

     University of Hull

     Reino Unido

     
• Localización: Revista colombiana de educación, ISSN 0120-3916, ISSN-e 2323-0134, Nº. 77, 2019 (Ejemplar dedicado a: Patrones de aprendizaje), págs. 61-85
• Idioma: inglés
• DOI: 10.17227/rce.num77-9650
• Títulos paralelos:
  • Estratégias metodológicas para escutar as vozes das crianças: análise crítica sistemática
  • Estrategias metodológicas para escuchar la voz de los niños: análisis crítico sistemático
• Enlaces
  • Texto completo
• Resumen
  • español

    El presente artículo da cuenta de un análisis sistemático de investigaciones sobreeducación relacionadas con las estrategias metodológicas más comunes que utilizanlos investigadores para escuchar a los niños. Seguimos el enfoque del Centrode Coordinación e Información de Evidencia en Políticas y Prácticas —eppi, por sussiglas en inglés— (2007) con el fin de identificar las estrategias metodológicas másusadas para escuchar a niños de 3 a 7 años. En nuestro análisis identificamos 210estudios empíricos de revistas científicas revisados por pares académicos, escritosen inglés y en español entre 2015 y 2018, de los cuales solo 34 cumplían loscriterios para incluirlos en el estudio. De acuerdo con los hallazgos, las entrevistasy las observaciones dirigidas por los adultos eran las estrategias metodológicasmás comunes para escuchar a los niños, seguidas de los grupos de discusión. Encontramospocas evidencias de estudios que usaran actividades prácticas en lascuales los niños pudieran decidir qué tipo de información querían expresar (porejemplo, visitas a la escuela guiadas por ellos) y cómo, pero este tipo de estrategiasno prevaleció en la literatura revisada. Identificamos desequilibrios de poder entrelos adultos y los niños, que podrían considerarse desafíos para escuchar las vocesde estos últimos. Estos hallazgos tienen implicaciones para las políticas, la prácticay la investigación en el ámbito internacional.

  • English

    This article reports a systematic review of educational research relating to the most common methodological strategies used by researchers to listen to children’s voices. We followed the EPPI-centre approach (2007) to identify what the most widely used methodological strategies are, in order to listen to the voice of 3 to 7 years olds children. Our review identified 210 empirical studies from peer-reviewed journals written in English and Spanish between 2015 and 2018, of which, only 34 studies met the inclusion criteria for this study. Findings revealed that adult-led interviews and adult-led observations were the most common methodological strategies to listen to children’s voices followed by group discussions to a lesser extent. We found limited evidence of studies using hands-on activities where children were given the power to decide how to, and what type of information they wanted to express (i.e., school child-led tours), however these strategies did not prevail in the literature reviewed. Issues of adult-child power imbalances were identified -arguably posing challenges to listen to children’s voices. These findings have implications for policy, practice and research internationally.

  • português

    Este artigo apresenta uma análise sistemática da pesquisa educacional relacionadaàs estratégias metodológicas mais comuns que os pesquisadores utilizampara escutar as crianças. Nós seguimos a abordagem do Centro de Coordenaçãode Provas e Política e Práticas de Informações -eppi, por sua sigla em Inglês (2007),a fim de identificar as estratégias metodológicas mais comumente usadas paraescutar as crianças de 3 a 7 anos. Em nossa análise, identificamos 210 estudosempíricos de publicações científicas revisadas por pares acadêmicos, escritos emInglês e Espanhol entre 2015 e 2018, dos quais apenas 34 preencheram os critériospara inclusão no estudo. De acordo com os achados, as entrevistas e as observaçõesdirigidas por adultos foram as estratégias metodológicas mais comuns paraescutar as crianças, seguidas pelos grupos de discussão. Encontramos poucasevidências de estudos que utilizaram atividades práticas nas quais as crianças pudessemdecidir que tipo de informação queriam expressar (por exemplo, visitasà escola guiadas por elas) e como, mas não prevaleceram na literatura revisada.Identificamos desequilíbrios de poder entre adultos e crianças, que poderiam serconsiderados desafios para escutar as vozes dos últimos. Essas descobertas têmimplicações para políticas, práticas e pesquisas na arena internacional.

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