摘要：AbstractThis paper presents an ethnographic case study carried out in a Dutch Jenaplan primary school and it focuses on two dimensions: the conditions created by teachers which could favour or inhibit the participative and autonomous action of children, and the way children act, interpret and learn in those conditions. The analysis of the empirical data provided a comprehension about children's participation and learning at school using the Jenaplan pedagogy, taking into account relationships, space, time and materials. In methodological terms, children's collaboration revealed their competence and provided significant material for the research through their inner perspectives.
关键词：Children;School;Participation;Etnographic Research
