Autonomia da educação infantil: relações e práticas pedagógicas do cotidiano de uma escola de educação infantil

Abstract

The research “Autonomy in Early Childhood Education: practices and pedagogical relationships in the daily life of an early childhood school”, proposes to investigate how autonomy is achieved by children from the experiences of their daily school life. Knowing that the child's autonomy is developed from an early age and has great influence by the context in which the child is inserted, the following problems arise: “What is autonomy?”, “How is it achieved by children in early childhood education?” and "What does an educator need to know to allow children to be truly autonomous?". Knowing that the child's autonomy is developed from an early age and has great influence by the context in which the child is inserted, the following problems arise: “What is autonomy?”, “How is it achieved by children in early childhood education?” and "What does an educator need to know to allow children to be truly autonomous?". In order that to be able to answer the problems of this study, the methodology used had a qualitative approach with bibliographic, documentary and ethnographic research. Bibliographic and documentary research had as main sources: books, articles, theses, dissertations, legislation and official documents that addressed the subject investigated. To compose the research of an ethnographic nature, it was necessary to use autobiographical photographs, from the years 2018 to 2021, at the Favinhos de Mel Child Education School, located in the city of Getúlio Vargas - RS. Thus, the study was organized into three chapters. From the reflections carried out throughout the research process, it is concluded that children are protagonists of their autonomy, but that it is necessary that the school and professionals organize a daily life that allows them to be respected as subjects of rights, because allows the achievement of autonomy by the child is to place the child as the center of planning. Thus reflecting, if the time, the environments, the proposals, the established relationships are valuing and welcoming the children.