Abstract

CORDEIRO, Karina de Oliveira Santos  and  SODRE, Liana Gonçalves Pontes. A autonomia das crianças a partir dos objetivos educacionais definidos pelas professoras. Revista da FAAEBA: Educação e Contemporaneidade [online]. 2009, vol.18, n.31, pp.231-243. ISSN 0104-7043.

In this study, we try to analyze the implementation of municipal public policies through discourses and reflections of professionals who apply directly the public policies upon children in the city preschools. We applied a questionnaire to the teachers. The first part was devised to characterize the professional, the second contained words which identify implicit theories in the professionals’ discourses and practices. The words were: autonomy, obedience, independence, initiative and discipline. Professionals were oriented to associate the meaning of these with their own words. Texts analysis revealed ideas and beliefs about children attitudes and behaviors as well as about educational objectives. We came to the conclusion that the definitions do not reflect understanding of the fact that children may be protagonists in the space that they frequent and may develop autonomy in the realization of pedagogical activities. We recommend more investment in the teachers in-service formation, so as to make possible participation in the more recent educational debates about human development process and use of these knowledge in favor of the pedagogical work.

Keywords : Early Childhood Education; Public Policies; Autonomy.

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