Documentação pedagógica em um contexto de educação infantil: processo, prática e perspectiva das famílias em foco

• Autor(a) principal: Freire, Andréa Marques de Sousa
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/71167
• topic: Educação Infantil; Documentação pedagógica; Pedagogias participativas; Escuta

The present final paper had as general aim to analyze the process of pedagogical documentation in a preschool group of the University Unit of Infantile Education Nucleus of Child Development (UUNDC). The specific objectives were: to describe the pedagogical strategies used in the process of elaborating the documentation; investigate the perspective of the children's families on the documentation they receive and identify the challenges of the pedagogical documentation process. The theoretical foundation of this study was based on Participatory Pedagogies, focusing on the Pedagogy of Relation and Listening and on Pedagogy-in-Participation. This is a case study of a qualitative nature that used participant observation, written and photographic records, consultation of documents that are part of the pedagogical documentation of the group researched and a questionnaire to construct data. Children from a preschool group, the teacher and the children's families participated in this study. The results showed the pedagogical documentation process from the teacher's pedagogical practice, the communications and perspectives of the families about the pedagogical documentation. Among the results, it is pointed out that the pedagogical documentation made possible the visibility of learning and the integral development of children and educational practices intentionally developed in daily life; communication with and for families about children's learning and development, as well as the educational experiences in which they actively participated; and assessment as defined for Early Childhood Education. Of the conclusions reached, the following stand out: 1) the understanding of the pedagogical documentation process, the strategies used and the challenges involved in the elaboration of the documentation; 2) the understanding of the pedagogical documentation process and the teacher's practice as interdependent; 3) the families' perspective on the documentation revealed that it was possible to communicate the children's learning and development and the pedagogical work carried out; Furthermore, it legitimized the understanding that this form of communication of educational experiences, in which children participate, involves and serves the three protagonists of education, teachers, children and their families.