Indisciplina na educação infantil: ampliando o olhar

Abstract

This article proposes to address the theme of indiscipline in school spaces, more specifically in early childhood education, through bibliographic review, trying to understand what are the assumptions that give support for teachers' interpretations of children's behavior in the school environment, which makes characterized as indiscipline, as well as how moral development and children's autonomy by promoting the protagonism of students in the classroom strengthened by didactic-pedagogical planning structured in work projects. Supported in a perspective of constitution of the subjects through their participation in the combinations that must attend, the author seeks to present methodological possibilities of teaching that can contribute to the development of children protagonists and caregivers of their own actions.