Reflections on empathy and active listening in the school context

Abstract

This study aimed to reflect on the need for empathy and active listening in the school context in the light of assumptions and considerations of Positive Discipline (PD) and Non-Violent Communication (NVC). Grounding this reflection theoretically, contributions from Rogers (1980) on active listening, Nelsen (2016), with reflections on Positive Discipline, Rosemberg (2006), on Non-Violent Communication, among others, as well as contributions from the BNCC were considered. (2018). This work is based on qualitative research, so that the focus privileged the interpretation of the object, given its relevance for the understanding of the work. Methodologically, a bibliographical review was chosen, namely, a non-systematic narrative review with an exploratory bias in order to make considerations. Finally, it was noticed that empathy and active listening can contribute to the construction of a welcoming culture to overcome the sufferings to which public school adolescents are subjected.