The dissertation aims to understand how teachers conduct group discussions in Early Childhood Education and how these groups can be can be configured as a space for care, dialogue and presence. Grounded in an ethical perspective of care, the research investigates how groups are conducted by educators and how they either foster or limit children s participation. The research was conducted in two Early Childhood Education institutions - one public and one private - in the city of Rio de Janeiro and focused on circle time in the children s routine. The methodological instrument adopted was observations and field notebook records of two classes of children aged 3 to 5. The first chapter presents the methodological path of the research, contextualizing care from an ethical approach, articulated with the theoretical framework adopted. In addition, it describes the institutions observed, the research subjects and the process of entering the field. The second chapter discusses the practice of group discussions in Early Childhood Education, understanding it not only as a space for dialogue, interaction and routine, but also as a pedagogical device capable of fostering the construction of a community. The third chapter presents the theoretical and methodological frameworks of the research: Martin Buber s philosophy of dialogue and Paulo Freire s dialogical education, seeking to relate their respective contributions to the concepts of dialogue, care and presence. The fourth chapter presents the analyses, seeking to identify to what extent the circles promote experiences of care, recognize the unique presence of children and favor an authentic dialogue. Finally, based on the observations, the aim is to indicate paths that prioritize pedagogical practices in Early Childhood Education that respect the uniqueness of children and promote relationships based on attention, acceptance and exchange.