Education for Autonomy at the Child Education Center (CEC) in the city of São Paulo, Brazil

Mônica Abud Perez de Cerqueira Luz, Flávia Abud Luz

Dialogue, Autonomy, Teacher training, Sensitive Listening.

This article is the result of a post - doctoral research, developed in a Child Education Center (CEC), part of the Unified Educational Center (UEC) Butantã in the city of São Paulo, in a partnership between a national university (Mackenzie, in the city of São Paulo, Brazil) and two international Universities (Siegen University and University of Alanus, both from Germany). The central objective was to show by the direct observation of the researcher during the school routine, how children from 0 to three years and eleven months of age, appropriate the different and multiple architectural spaces of the educational, sports and cultural complex through experiences and the play, where they discover and appropriate the world around them, expanding their creative capacity. The training of teachers in service, the planning of activities by teachers has a dialogical character. Thus, the child is heard in its entirety, and work permeated by Freirian concepts, such as respect, ethics, humility, sensitivity, and utopia. The methodology used encompassed field research, through the observation of children in their daily activities, semi-structured interviews with teachers and management and conversation with the children. (with appropriate terms belonging to the ethics committee - TCLE and TALE). Also, by analyzing documents, such as school projects, Political Pedagogical Projects (PPPs), and a bibliographic survey.

Received: 23 Jan 2021; Received in revised form: 11 Mar 2021; Accepted: 09 Apr 2021; Available online: 08 May 2021

10.22161/ijaers.85.1