BUILDING AUTONOMY IN THE EARLY YEARS: PEDAGOGICAL PRACTICES BEYOND CONTENT

Abstract

The construction of autonomy in the early years of Elementary School requires pedagogical practices that go beyond content transmission and recognize children as active subjects, capable of participating, dialoguing, choosing, collaborating, and gradually assuming responsibilities. This chapter discusses autonomy as a formative dimension of school, connecting pedagogical practices, teacher mediation, children’s protagonism, and integral education. It is based on the understanding that autonomy does not develop through the absence of the teacher, but through the intentional presence of teaching practices that organize learning situations, listen to students, propose challenges, and foster experiences of coexistence, inquiry, and decision-making. The reflection is grounded in studies on teacher autonomy, protagonism in the early years, active methodologies, and child development, in dialogue with Tozetto and Prestes (2025), Silva, Ribeiro and Silva (2025), Carvalho (2024), Bondioli, Vigliar, Vianna and Salgado (2018), as well as authors such as Freire, Piaget, Vygotsky, Wallon, Tardif, Contreras, Moran, and Bacich. It argues that educating for autonomy means broadening the meaning of school learning, understanding that teaching content also implies forming subjects capable of thinking, coexisting, arguing, and participating in collective life. The chapter concludes that pedagogical practices focused on autonomy strengthen meaningful learning and reaffirm school as a space for human development.