2022-05-272022-05-272022-04-11SANTANA, Izabel Cristina Barbosa de. Autoridade pedagógica na educação infantil: concepções e práticas. 2022. 49 f. Trabalho de Conclusão de Curso (Graduação) – Faculdade de Educação, Universidade Federal de Goiás, Goiânia, 2022.http://repositorio.bc.ufg.br/handle/ri/20794In this work, some conceptions and practices of pedagogical authority in Early Childhood Education are investigated. It is assumed as a general objective: to reflect on the authority of teaching work in the educational scope of daycare and preschool, from a pedagogical praxis that enables the child's autonomy and emancipation. To this end, qualitative bibliographic research was proposed, carried out through a search in databases and institutional repositories, in which articles, theses and dissertations, as well as books and official documents, were selected for the theoretical basis of the present research. The theme was discussed from three essential educational concepts to understand the constitutive processes of pedagogical authority: the traditional and conservative educational concept of Émile Durkheim; the critical and emancipatory conceptions of Hannah Arendt and Paulo Freire. The reflection carried out in this research allowed us to understand that the relationships of affection and care between teacher and child in Early Childhood Education are relevant constructs for the constitution of teaching authority at this stage. The process of establishing pedagogical authority in Early Childhood Education is long, diversified and continuous, which demands a teaching practice that respects the cognitive and emotional limitations and specificities of the child so that he or she feels welcomed and respected in the school environment and, in this way, can be inserted into an autonomous and emancipatory training process.porAcesso AbertoEducação infantilAutoridade pedagógicaÉmille Durkheim Hannah ArendtPaulo FreireEarly childhood educationPedagogical authorityÉmille Durkheim Hannah ArendtPaulo FreireTCC