AUTONOMY IN RESEARCH ON EDUCATION: BETWEEN SILENCE AND SIPLACEMENT

Abstract

This text analyzes the relevance of the concept of autonomy for the contemporary configurations of the teaching-learning space, and presents partial results of a research on the concept of autonomy from a study among children. It presents an understanding of the concept of student autonomy in teaching practices from the analysis of some studies, particularly Martin-Barbero (2014), Vygotsky (2007), Freire (2006), Rousseau (1992) and Nietzsche (2008), and also highlights some aspects of the first part of the research, which analyzes the Brazilian academic production and raises the hypothesis of a possible emptying and or displacement of the concept of autonomy in the school environment. The result presented points to the school as appropriator of a sense of autonomy that often reduces it to smaller and insufficient meanings.