HUMANIZATION BEGINS IN EARLY CHILDHOOD EDUCATION, WHICH ENABLES A PROCESS OF AUTONOMY

This study aims to relate broad concepts in order to weave possible convergences between them and the singularity of early childhood education.These concepts include autonomy, social conscientization, the constitution of the human person, dialogicity, and humanization.The study proposes the construction of a line of thought that challenges itself to reflect on early childhood education by integrating concepts in a critical and articulated manner, in light of what Paulo Freire (1979, 1994, 2004, 2021) refers to as the "ontological vocation to be more," understood as an appropriation of education oriented toward praxis, within a dialectical movement of action and reflection.The study also seeks to examine concepts of conscientization from the perspective of Professor Ernani Maria Fiori (1992), in dialogue with the contributions of Gadotti (2001) and Kronbauer (2003), in order to reflect on these ideas within the field of teaching.In composing the knowledge-practices of early childhood education teachers, this study highlights the role of education in the formation of subjects and their ethical commitment to building a more just and egalitarian world, aimed at sustainability and social well-being, while respecting all forms of existence and promoting harmonious and inclusive deliberation.To engender this composition, concepts from these authors are revisited, emphasizing the need to recover, study, and contextualize them within the trajectory of contemporary society, in search of a viable unheard-of possibility for future social construction.