“Teacher, I found an emerald!”: Pedagogical documentation, children´s protagonism and their learning
The article presents results of a research that investigated the pedagogical documentation as a fundamental element of the professional culture of Early Childhood Education teachers, valuing children, their learning, protagonism and different childhoods. It is a qualitative research with a bibliogra...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Catarina (UFSC) |
| Repositorio: | Zero-a-seis |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufsc.br:article/94470 |
| Acceso en línea: | https://periodicos.ufsc.br/index.php/zeroseis/article/view/94470 |
| Access Level: | acceso abierto |
| Palabra clave: | Documentação pedagógica Educação Infantil Registro das práticas Pesquisa Pedagógica Pedagogical documentation Early childhood education Record of practices Pedagogical Research |
| Sumario: | The article presents results of a research that investigated the pedagogical documentation as a fundamental element of the professional culture of Early Childhood Education teachers, valuing children, their learning, protagonism and different childhoods. It is a qualitative research with a bibliographic and pedagogical character that investigates the work with children aged 5 and 6 years old, with the objective of creating documentation with the full participation of the children, with records such as the logbook, videos, photographs, photo albums, drawing albums, poster museum, murals, exhibitions. The results point to the understanding of the pedagogical documentation in its complexity in the construction of praxiological knowledge, expanding a teaching know-how that legitimizes the role of children, connections between theory and practice, sensitive listening and dialogical articulations between subjects in the context. |
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