Da heteronomia à autonomia: a prática docente numa perspectiva construtivista

Abstract

Early childhood education as the first stage of basic education seeks to promote the integral development of children. Therefore, the main objectives of this work are to understand how moral autonomy, one of the most important concepts for children's development, is built and how teachers help in the transition from heteronomy to autonomy in the context of educational institutions. For this, interviews were conducted with the teachers of a Municipal Early Childhood Center and classroom observations of a pre-school class. They supported this article among other documents, the Lei de Diretrizes e Bases (1996), Referencial Curricular Nacional para a Educação Infantil (1998), and Rheta Devries, Rheta and Betty Zan (1998). For believing in a constructivist proposal as an aid to the complete development of children, it is necessary to reflect on the teaching practice.