THEORATICAL INTERFACE BETWEEM PROTAGONISM AND ENTERPRISING EDUCATION: POSSIBLE APPROXIMATIONS

Abstract

An enterprising education with an emerging approach, that is, that would satisfy the presumptions of student protagonism is fundamental in the pursuit of differentiated, high quality education. The purpose of this study is to establish theoretical approximations between protagonism and enterprising education. The research approach employed was qualitative, of the bibliographic type. The reflections are theoretically founded on Rinaldi (2002), Mallaguzzi (1999), Dolabela (2008) and Lopes (2010), among others. The issues are interlinked mainly due to the fact that they are aimed at preparing more active, autonomous individuals in society, which is believed to imply directly on school pedagogical practices. Also identified as meeting points is the fact that both develop pedagogical practices that value student interests and their active participation in constructing their own knowledge; the fact that they result in an active, critical and enterprising posture in students as citizens within the context they are inserted; and for demanding mediating, questioning, problematizing and encouraging teachers. Based on the ideas developed in this paper, it was possible to observe that, when the school and teachers open spaces for participation and protagonism since childhood, entrepreneurship may emerge in the relations that are established in the social medium.