Estratégia pedagógica concêntrica ao ensino: construção da autonomia na educação infantil

Abstract

From the research problem about how to develop learner autonomy in Early Childhood Education, the objective of developing a pedagogical strategy for didactic structuring that encourages the learner's autonomy in Early Childhood Education was defined, with Content Analysis as the main mechanism of methodological path, structuring the steps of deepening, theoretical validation and verification of the theoretical relevance of the strategy. We started from the conception that autonomy is a spontaneous process, mediated by the other and the world, in a way that it becomes effective insofar as the relationships are fertile for this, referring to the very complexity of the being. In phase I, structuring the theoretical construct, the interactive tripod conducting the exploratory descriptive research was structured on existing concepts: Complexity, Dialogy and Participation. This was followed by the phases of data construction using the technique of in-depth interview and focus group, comprising phases II and III, respectively. The delimitation of the research analysis corpus was given by the definition of codes, with the fields proposed in the strategy. For each field, the data analysis dialogued with the initial theoretical propositions, inferring a dynamic and moving character to the visual presentation of the strategy, characterizing transversality as a conducting thread of dialog between all the elements that constitute the Pedagogical Strategy Concentric to Teaching.