Escola: Espaço de construção de autonomia x espaço de cerceamento

Abstract

The article is the result of a bibliographic research, whose central objective was to understand how the school is implicated in the provision of an education for autonomy and freedom. It presents reflections on issues arising from observations made as a member of the Institutional Program of Initiation Scholarship to Teaching (PIBID) and during mandatory and non-mandatory internship experiences in the public school system of the municipality of Três Lagoas, MS. The discrepancies in the way children of different age groups and levels of education are involved in the activities and demonstrate, or not, autonomy in the process of knowledge production and the performance of teachers in this situation, aroused the interest in developing the study in question. The authors consulted were Arendt (1961); Candide (2011); Demo (2001); Ferreira (2017); Freire (1970), (1999), (2002); Mogilka (1999), (2002), (2003) and (2006); and, Silva (2011). The results indicate that the school and the educational process are intrinsically linked to the possibility that the subjects elaborate subjectivities that contemplate freedom and autonomy as presuppositions for the exercise of a more conscious and socially implicated existence. Thus, we believe that the school, even if, perhaps, submitted to a curriculum with dubious purposes, should seek ways to debunk the mere transmission of knowledge, to be a place where students can exercise democratic skills of discussion, participation and questioning, consequently: environment of action, production and creation of social meanings.