O sujeito autônomo em Freire: contribuições à educação infantil

Abstract

The present research is a result of the investigation that was done about the dialogue created between the Early Childhood Education and Freire’s Pedagogy, built from a bibliographical research and pictures with empirical cropping collected by observation at a Childhood Education center, which contribute to the discussion about building the concept of autonomy during childhood. The approach of the investigation object has been guided by the central objective of identifying the contributions of Paulo Freire’s pedagogy to the development of the child as an autonomous subject within the context of the Childhood Education, and the specific objectives from the research issues: i.) to clarify what the autonomy in view of Paulo Freire’s pedagogical theory is; ii.) to comprehend what elements Freire’s theory offers to the organization of an educational practice focused on the construction of the child as an autonomous subject within the scope of Childhood Education. The accomplishment of the delimitated objectives has been founded by the historical and dialectic materialism, considering the close theoretical, epistemological and methodological link with Freire’s pedagogy, relying on Kosik (2002), Gadotti (1995) and Frigotto (2004) contributions, through an accurate analysis of the foundations of the totality, movement and contradiction principles. Through the bibliographical research, we have done a détour in 12 central works of Freire: (1959), (1977), (1979), (1989), (1992), (1993), (1998), (2006), (2013a), (2013b), (2015) and (2017a), in which we mapped the founding axes that enabled the comprehension of the investigated object, which were: the transposition from a banking concept of education to a problematizing and liberating concept of the individuals for the education; the autonomy as a denial of the neoliberal logic evil; the autonomy is the development of the being for yourself, is the search for the critical comprehesion of the world through a dialogue between the individuals, and finally, the autonomy is based on the experience of the tension balanced between the authority and freedom. The results indicate that it is possible to create a dialogue between childhood and Freire’s Pedagogy, which proves that the way Freire builts the autonomy concept, he enables the guidance of democratic educational practices towards the promotion of the autonomous subject during Childhood Education. However, the educational practice is marked by contraditions, where there are moments that promoting actions of autonomy are fostered and, in other circumstances, there are challenges to be reconsidered, demanding a critical reflection, comitted to the promotion of a problematizing and liberating education of the individuals that does not surrender to the proposal of a propaedeutic teaching for elementary school, which includes the organization of spaces and periods of childhood as necessary for the promotion of a full human development and not as a service to the manufacturing model that was established in the educational area and, finally, that comprehends that the autonomy is an ethical imperative, therefore, it is built by many democratic experiences, from the most simple to the most complex ones, which allows the children to choose, adopt a position, have an active voice and decide responsibly, as beings for themselves, about their wishes and desires. Thus, the educators have a central role in this human formative process. Keywords: Autonomy. Early Childhood Education. Freire’s Pedagogy.