Concepções e práticas sócio-educativas promotoras de autonomia no ensino fundamental

Abstract

The research investigated the relations between practices partner and the development of autonomy, evaluating dynamic of interpersonal agreement, by Selman. The colecta data instruments were the naturalistic study and a half questionnaire structuralized, composed of 7 categories, for application to teachers, and 4 categories, for pupils applied in the field on a private and a public schools. The data, pointing in the school A: to a more homogeneous relation between the your practice and educative procedures partner with the perceptions and levels of interpersonal agreement of the pupils; one high importance for the education of moral values, but its justifications had tends the unilateralism; bigger balance enter the shared strategies of negotiation and experiences in interpersonal dynamic in the school A; a bigger sense of cooperation enter the children of school B; in both the schools the superior levels of perspective adoption had evidenced minor frequency of coercive and heteronomic uprisings. The data show it's necessary interventions of the teachers, guided for the autonomic development of children in basic education.