Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Carvalho, Renata Mello de
 |
| Orientador(a): |
Cipriano, Emília
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação: Formação de Formadores
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/43685
|
Resumo: |
The present study aims to understand how children in the early years of Elementary School perceive and experience the construction of their autonomy. The aim is to identify the challenges faced and propose active methodologies for the integral development of children in social, emotional, cognitive and moral aspects. Based on the theories of Jean Piaget (1896-1980), Lawrence Kohlberg (1927-1987) and Yves de La Taille (1948-), the research focuses on autonomy as a facilitator of children's cognitive, moral and social development. The research adopts a qualitative approach. To produce data, classroom observations, interviews and analysis of pedagogical practices were used in a private school in the city of São Paulo. The study was carried out with children aged 8 and 9, belonging to a 3rd year class of Elementary School I, made up of 33 students. The results pointed to methodological actions that open windows of possibilities for building autonomy in the classroom. The work includes a training proposal for teachers, with the aim of instructing paths that enable autonomy among students. Training ranges from theoretical foundations to the implementation and evaluation of pedagogical proposals, aiming to create a school environment that encourages critical thinking and responsibility. The result of the research aims to expand the process of effective participation of children based on active methodologies, providing opportunities for them to exercise autonomy through everyday experiences and social interactions |
