Temas em Psicologia
versão ISSN 1413-389X
This study investigated the contributions offered by a public preschool in Porto Alegre to children's construction of autonomy. A microethnographic approach was used to observe the everyday activities of 3yr 8mo to 4yr 8mo olds. Adult/child and child/child interactions were analysed. The analysis has taken into account routine moments - play in the classroom, play in the playground, directed activities, and circle chats, twice a day, in the morning and in the afternoon. Results indicated that the everyday activities of this school favor child/child interactions leading to autonomy, especially in play situations. Teacher/child interactions have occurred more often during directed activities and circle chats. Differences were found concerning the promotion of autonomy between the group of teachers working in the morning or in the afternoon turn. The reason for this discrepancy has seemed to be due to teachers' qualification.
Palavras-chave : autonomy; preschool; social interaction.