Rotina na educação infantil: a percepção das professoras de pré-escola, sobre a rotina e a autonomia das crianças

Abstract

This study aimed to analyze the teachers' perception of a public school Horizonte, the role of routine in the development of children's autonomy. His special interests are to understand how teachers perceive the development of children's autonomy, identify the concepts and how they plan and develop a routine in order to understand their perceptions about the relationship between routine and development of children. The theoretical framework that supported this research was sóciointeracionista Vygotsky's theory () and Liberating Pedagogy of Paulo Freire. This is a qualitative research with semi-structured interviews conducted in May 2012 in an Early Childhood Center (ERC) that Horizon serves children 3-5 years. Of the three teachers interviewed one teaches classes in 4 years and in two groups of five years. The analyzes showed that the teachers have a superficial knowledge about the topics "routine" and "autonomy." Realize that the way they organize the routine can directly influence the autonomy of children, but there are many more questions of the teachers regarding their practice and how they should provide significant moments for children to become autonomous beings. This is due to the fact that teachers have little or no knowledge of theories about the issues under study that could support his practice and become his most significant work promoting not only autonomy, but the overall development of children. There is no educational activities designed with specific objectives to develop the autonomy of children. For the teachers do not conceive children as being active and able to act and decide according to their needs and singularities responsible enough to be builders of their own history. There is a routine centered on the teacher, children are dependent on them to engage in any activity. For these teachers may act in order to develop all aspects of childhood, it is necessary that they also have autonomy and awareness of its role as a mediator so that they can work with children, establishing relations of interactions, planning, reflecting their actions which will generate safety and direction of their pedagogical, practice with elaborate and well prepared. The concepts of children and education that each teacher has direct influence on their practices and this is linked to routine and therefore the autonomy of children. What can make them autonomous beings or dependent with respect to how autonomy is scheduled for each class. This research sparked interest and curiosity of all the teachers involved, what the considerations about the topic and the desire to appropriate more independently on the subject. Providing a sense of accomplishment, because from this desire to discover, to study in trying to improve their practice teachers may offer a better service to our children.