摘要：Neste texto procuramos apresentar uma compreensão do conceito de autonomia e emancipação do estudante nas relações de ensino e aprendizagem por meio da análise de alguns estudos, em particular de Piaget (1998, 1996, 2010), Vygotsky (1991), Freire (2009), Rancière (2007) e Nietzsche (2008), que trazem os princípios da autonomia e emancipação como pré-requisitos às práticas de ensino. A importância deste estudo se deve ao fato de que há outras perspectivas sobre educação escolar que entendem o espaço ensino/aprendizagem a partir de novas configurações, geradas pelas transformações nas comunicações, que possibilitam outros movimentos na educação e nos processos de construção do saber. E muitos desses movimentos indicam o princípio da autonomia como base da prática pedagógica. O estudante na perspectiva da autonomia e da emancipação é um sujeito histórico ativo que tem diante de si a possibilidade de direcionar o sentido de sua própria história. Constata-se que esse princípio estabelece um relacionamento no campo do ensino/aprendizagem mais igualitário e mais justo e nos leva a compreender o mundo de modos diferentes. Palavras chave: Estudante. Ensino. Autonomia. The autonomy of the student in the relations of teaching and learning: reflections on the actuality of the concept of autonomy ABSTRACT In this paper we seek to present an understanding of the concept of student autonomy and emancipation in teaching and learning relationships based on the analysis of some studies, in particular Piaget (1998, 1996, 2010), Vygotsky (1991), Freire (2009), Rancière (2007), and Nietzsche (2008) who bring the principles of autonomy and emancipation as prerequisites to teaching practices. The importance of this study is due to the fact that there are other perspectives on school education that understands the teaching / learning space from new configurations, generated by the transformations in the communications, that allow other movements in education and in the processes of knowledge construction. And many of these movements indicate the principle of autonomy as the basis of pedagogical practice. The student in the perspective of autonomy and emancipation is an active historical subject who has before him the possibility of directing the meaning of his own history. This principle establishes a relationship in the field of teaching / learning that is more equal and fairer and leads us to understand the world in different ways. Key words: Student. Teaching. Autonomy. La autonomía del estudiante en las relaciones de enseñanza y aprendizaje: reflexiones sobre la actualidad del concepto de autonomía RESUMEN En este texto buscamos presentar una comprensión del concepto de autonomía y emancipación del estudiante en las relaciones de enseñanza y aprendizaje a partir del análisis de algunos estudios, en particular de Piaget (1998, 1996, 2010), Vygotsky (1991), Freire (2009), Rancière (2007) y Nietzsche (2008) que aportan los principios de autonomía y emancipación como prerrequisitos a las prácticas de enseñanza. La importancia de este estudio se debe al hecho de que hay otras perspectivas sobre educación escolar que entiende el espacio enseñanza / aprendizaje a partir de nuevas configuraciones, generadas por las transformaciones en las comunicaciones, que posibilitan otros movimientos en la educación y en los procesos de construcción del saber. Y muchos de esos movimientos indican el principio de la autonomía como base de la práctica pedagógica. El estudiante en la perspectiva de la autonomía y de la emancipación es un sujeto histórico activo que tiene ante sí la posibilidad de dirigir el sentido de su propia historia. Se constata que este principio establece una relación en el campo de la enseñanza / aprendizaje más igualitario y más justo y nos lleva a comprender el mundo de modos diferentes.
其他摘要：In this paper we seek to present an understanding of the concept
of student autonomy and emancipation in teaching and learning relationships based on the analysis of some studies, in particular Piaget
(1998, 1996, 2010), Vygotsky (1991), Freire (2009), Rancière (2007),
and Nietzsche (2008) who bring the principles of autonomy and
emancipation as prerequisites to teaching practices. The importance
of this study is due to the fact that there are other perspectives on
school education that understands the teaching / learning space
from new confi gurations, generated by the transformations in the
communications, that allow other movements in education and in the
processes of knowledge construction. And many of these movements
indicate the principle of autonomy as the basis of pedagogical practice.
The student in the perspective of autonomy and emancipation is an
active historical subject who has before him the possibility of directing
the meaning of his own history. This principle establishes a relationship
in the fi eld of teaching / learning that is more equal and fairer and leads
us to understand the world in diff erent ways.
