A contribuição do brincar para o desenvolvimento da autonomia das crianças na educação infantil

Abstract

The present study aims to analyze how playing can contribute to the development of the autonomy of students from 4 to 5 years of age in Early Childhood Education, as well as to know the pedagogical strategies promoted by teachers in the classroom with their students. Therefore, this qualitative field research was carried out in a private school in the Federal District, using as an instrument for data collection the interview and observation. The data analysis and interpretation were performed from a content analysis perspective. We highlight the main data: teacher's conception of the concept of autonomy in Early Childhood Education, how playing can contribute to the achievement of autonomy, the actions carried out by teachers so that learning occurs and their attitude towards the challenges. In this way, it is considered that the performance of the teacher in conjunction with the school is indispensable for the child to find references to achieve success and self-confidence, elements that will integrate his life, thus favoring the development of autonomy, making the child more independent, critical and reflective.