The first year of listening

This first year of research was a continuous exercise in learning to listen — not just to the sounds of the school, but above all to the children who inhabit it.

The question that accompanied me every day was simple: to what extent is sensitive listening truly a researcher’s practice, and not merely an object of study?

I share here some of the paths I began to open, the doubts that remained, and the small gestures that started to transform the classroom into a more attentive space.