Autonomia das crianças e organização espacial da sala de atividades de uma escola pública de educação infantil do município de Juiz de Fora/ MG

Abstract

This term paper aims to investigate how the autonomy of a group of young children (from 4 years old to 5 years and 11 months old) occurs within an activity room of a public school in Juiz de Fora, in view of the spatial organization and the activities proposed by the teachers. The theoretical references used to support the research are Lev Vigotski, Emmi Pikler, Maria Montessori and Loris Malaguzzi, who highlight the role of the environment in education and child development. Autonomy is understood here as the child's ability to choose from the psychic resources they have in their relationship with the environment. The production of data was done through eleven observations of 20 children and three teachers from the first period class, which were recorded through photography and a logbook. Four situations were analyzed. The results indicate that the teachers' actions at times encourage the occurrence of children's autonomous activity, and at others, they do not. Likewise, the spatial organization of the room does not fully favor the children's autonomy. It is hoped that this research will contribute to the expansion of discussions and reflections on the role of spatial organization in promoting children's autonomy.