O protagonismo discente na educação infantil : discursos sobre a autonomia nos documentos oficiais contemporâneos

Abstract

This research explores how student protagonism is addressed in contemporary official documents on Early Childhood Education, with special focus on pedagogical practices that promote child autonomy. A crucial aspect of the analysis is to understand how neoliberalism, with its emphasis on efficiency and competitiveness, influences these practices, shaping education from a market-oriented perspective that may limit holistic child development. The findings indicate an evolution in the representations of autonomy and protagonism, highlighting a shift from a traditional perspective, where the child was predominantly seen as a passive recipient of knowledge, to a progressive view that recognizes children as active and critical participants in their learning. Elements that underscore the increased emphasis on children's ability to significantly influence and actively participate in their education were identified. This includes the promotion of learning environments that are adaptive to their needs and encourage independent decision-making. Moreover, the study emphasizes how educational policies have more explicitly incorporated concepts of autonomy, aiming to provide conditions for children to develop not only academic skills but also social and emotional competencies, essential for their formation as autonomous and responsible individuals.