Construção da autonomia na educação infantil: um olhar sobre um CREI na cidade de João Pessoa/PB

Abstract

Humans have characteristics since fertilization that vary over time, which define them in phases of a cycle and evidence their development. The boom of this evolution in human development happens in the first stage of life: childhood. In this phase, in addition to the various complex processes, we highlight one of great importance, which is the development of autonomy. The construction of autonomy begins to be established through interactions in different contexts of life that the subject is inserted in and one of the spaces that favors this development is the school, which will be the focus of this research, in the Early Childhood Education stage. In this sense, from experiences in the supervised internship In Early Childhood Education, emerged the questionnaire of how a CREI in the city of João Pessoa promotes the construction of autonomy for children aged 4 and 5? Thus, the specific objectives for the development of the research were: present the human development process, with an emphasis on childhood, approaching the concept of autonomy and the promotion for its development; discuss the early childhood education as a space for building autonomy, according to official documents and describe the routine, some pedagogical practices, activities and interactions, and identify aspects that promote autonomy. In order to compose the theoretical reflections, we have the main author’s assumptions as:Papalia and Feldman (2013) to support Human Development; Bock et al (2001), La Taille (2019), Galvão (1995) for contributions brought about by Piaget, Vygotsky and Wallon through stages of development and processes for building autonomy; and official documents LDBEN (1996), RCNEI (1998), DCNEI (2009), BNCC (2017), aimed at Early Childhood Education, among other authors who served as input. The methodology runs through a qualitative approach, in a descriptive field research model, subsidized by photographic records and journals, from observations made in two classes of Preschool II, during the end of 2019 and early 2020. As a result, we see a favorable environment for the promotion of autonomy, on the part of interactions and mediation. In most situations observed among teachers with children, there is an intention and an objective, always with the concern to teach conditions that collaborate with the construction of autonomy in children, although, when asked about the process of autonomy for children, the answers given by the teachers did not demonstrate a clear understanding on the subject, which makes us see the importance of professionals being always up to date and in constant training, as interactions between peers are of great relevance in this process and need to be significant for children.