THE ROLE OF FAMILY AND SCHOOL IN THE CONSTRUCTION OF AUTONOMY IN EARLY CHILDHOOD EDUCATION

Abstract

This article aimed to analyze the role of family and school in the construction of autonomy in Early Childhood Education, highlighting the relevance of the partnership between these two contexts for the child’s integral development. The methodology adopted was bibliographic research, based on the analysis of books, scientific articles, and official documents published in recent years, complemented by classical works in education. The systematization of the sources made it possible to identify theoretical contributions that emphasize the importance of the family as the first space for socialization and the school as the environment that expands and strengthens the development of children’s autonomy. The main results showed that the active participation of the family, associated with pedagogical practices that value the child’s protagonism, favors the strengthening of confidence, responsibility, and decision-making skills from the early years of life. It was also observed that the coherence between family and school values contributes to greater emotional security and consistency in the formation of autonomy. It is concluded that the construction of autonomy in childhood is a gradual and interdependent process, which is only fully effective when there is continuous dialogue and collaboration between family and school.