A organização da sala de aula na educação infantil: o despertar da autonomia

Abstract

This research aimed to analyze the organization of the school environment (classroom) in early childhood education and the contribution to the development of children's autonomy. As a guiding research question we seek to understand: How can the organization of the classroom contribute to the development of autonomy in early childhood education? ”, More specifically we aim to identify the relationship between the practice of the educator and the organization of the school environment; reflect on the aspects of autonomy present in teaching practice and characterize the meanings attributed by children to the school environment in which they live and build daily. The research is characterized as field research and qualitative character. The research instruments used in data collection were observation, interviews with teachers and drawing with children, so that the educational purpose that permeates the idea of autonomous subject, whose pedagogical practice is based, can be determined. In presenting the relationship between the school environment and the development of children's autonomy, we understand that the organization of the school environment and the development of autonomy is essential, because the organization becomes a generator of meanings that have a cause and effect relationship. In the singular development of each student, that is, one must seek the meaning of the conscious actions made by the children. In addition, it positively influences executive function, linked to cognitive development, improving thinking, problem solving and task flexibility, all of which constitute for an autonomous education, taking into account the limits to be worked and understood.