O PROTAGONISMO COMO PRINCÍPIO FAVORECEDOR NA EDUCAÇÃO DA PRIMEIRA INFÂNCIA

Abstract

This article aims to discuss and analyze protagonism as a principle that favors learning and development in early childhood education. The guiding problem of the study is based on the actions that teachers must take in the school context, for the child to manifest the protagonism. The research is of a qualitative nature. This type of research is one of the most used in the area of social sciences in which it studies the social aspects that guide human life. The data were collected in institutional documents that guide the work with / for child protagonism and through questionnaires, via Google docs to professionals working in early childhood education in public and private schools in the city of Vitória / ES. The main authors with whom we established a dialogue were Malaguizzi (1999), Fillipini (2009) and Sarmento (2003). Among the results of the study, we highlight that the teaching work focused on child protagonism favors the development of the child in the classroom, revealing learning and development