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A visão dos pais e dos educadores sobre o desenvolvimento da autonomia na primeira infância
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Nas últimas décadas, o mundo tem passado por profundas transformações impactando as principais instituições socializadoras da criança: a família e a escola. Para os pais, a criança que anteriormente era vista meramente como um indivíduo que viria a ser um adulto, agora é vista como alguém que possui direitos dentro tanto naquele núcleo quanto na sociedade. A escola deixa de ter um papel mais instrucional para passar também a ter a atribuição de, em parceria com a família, desenvolver aspectos sociais e emocionais (Almeida, 2005). A autonomia, competência que proporciona à criança a habilidade tanto de executar tarefas quanto de fazer escolhas conscientes para si e para o meio, é usada como foco deste trabalho que se sustenta na Sociologia da Infância, sem deixar de pontuar estudos da psicogenética como os de Piaget e Vigotski. Sendo assim, a este estudo propõe a reflexão sobre em que medida as duas principais instâncias socializadoras, a escola e a família, encaram e estimulam o desenvolvimento da autonomia das crianças, partindo do pressuposto de que as crianças exercem um papel ativo no seu desenvolvimento. Este trabalho tem como objetivo investigar o que os pais e educadores entendem como autonomia da criança (considerando o plano da ação, ou seja, execução de tarefas diárias, tomadas de decisões para atender suas necessidades, etc.), bem como quais as que práticas adotam para incentivá-la (Montandon e Longchamp, 2007). A coleta de dados é feita por meio de questionários aplicados a pais e educadores de crianças de 4 e 5 anos residentes no Brasil, bem como de entrevistas semi-diretivas a três mães e três educadoras. Os resultados permitem discutir as convergências e divergências entre os dois olhares dos pais e educadores, identificar as expectativas que envolvem a relação escola família no desenvolvimento de autonomia, além de abordar as suas perspectivas sobre os impactos da pandemia na autonomia das crianças em um momento em que as aulas presenciais retomaram por completo.
In the last decades, the world has gone through deep transformations impacting the main socializing institutions of the child: the family and the school. For parents, the child who was previously seen merely as an individual who would become an adult, is now seen as someone who has rights both in that nucleus and in society. The school that had a more instructional role, now it also has the role of, together with the family, developing social and emotional aspects (Almeida, 2005). Autonomy, a competence that provides the child with the ability both to perform tasks and to make conscious choices for himself and for the environment, is used as the focus of this work that is based on the Sociology of Childhood, without failing to punctuate studies of psychogenetics such as those of Piaget and Vigotski. Therefore, this study proposes a reflection on the extent to which the two main socializing bodies, the school and the family, face and encourage the development of children's autonomy, based on the assumption that children play an active role in their development. This work aims to investigate what parents and educators understand as child autonomy (considering the action level, that is, performing daily tasks, making decisions to meet their needs, etc.), as well as the practices adopt to encourage it (Montandon and Longchamp, 2007). Data collection is carried out through questionnaires applied to parents and educators of children aged 4 and 5 years, residing in Brazil, as well as semi-structured interviews with three mothers and three female educators. The results allow us to discuss the convergences and divergences between the two perspectives of parents and educators, identify the expectations that involve the school-family relationship in the development of autonomy, in addition to addressing their perspectives on the impacts of the pandemic on children's autonomy at a time when that face-to-face classes have resumed completely.
In the last decades, the world has gone through deep transformations impacting the main socializing institutions of the child: the family and the school. For parents, the child who was previously seen merely as an individual who would become an adult, is now seen as someone who has rights both in that nucleus and in society. The school that had a more instructional role, now it also has the role of, together with the family, developing social and emotional aspects (Almeida, 2005). Autonomy, a competence that provides the child with the ability both to perform tasks and to make conscious choices for himself and for the environment, is used as the focus of this work that is based on the Sociology of Childhood, without failing to punctuate studies of psychogenetics such as those of Piaget and Vigotski. Therefore, this study proposes a reflection on the extent to which the two main socializing bodies, the school and the family, face and encourage the development of children's autonomy, based on the assumption that children play an active role in their development. This work aims to investigate what parents and educators understand as child autonomy (considering the action level, that is, performing daily tasks, making decisions to meet their needs, etc.), as well as the practices adopt to encourage it (Montandon and Longchamp, 2007). Data collection is carried out through questionnaires applied to parents and educators of children aged 4 and 5 years, residing in Brazil, as well as semi-structured interviews with three mothers and three female educators. The results allow us to discuss the convergences and divergences between the two perspectives of parents and educators, identify the expectations that involve the school-family relationship in the development of autonomy, in addition to addressing their perspectives on the impacts of the pandemic on children's autonomy at a time when that face-to-face classes have resumed completely.
Descrição
Palavras-chave
Desenvolvimento infantil Autonomia Família Escola Primeira infância child development Autonomy Family School Early childhood