OS USOS E DESUSOS DA DOCUMENTAÇÃO PEDAGÓGICA NA EDUCAÇÃO INFANTIL EM ESCOLAS DA INICIATIVA PRIVADA DE CAMPO GRANDE, MS

Abstract

The article focuses on the pedagogical documentation in Early Childhood Education and aims to understand the meaning that teachers in Early Childhood Education, working in private schools in Campo Grande, MS, attribute to the act of documenting. It is a qualitative research in which the methodological procedures consisted of bibliographic analysis, using authors who research the theme, with emphasis on Julia Formosinho, Luciana Ostetto, and Loris Malaguzzi, and the application of a questionnaire with objective and open-ended questions to early childhood education teachers. As results, we point out that the seventeen participants in the research use pedagogical documentation as a means of recording the development and learning of children, with thirteen indicating that these records are required by the institution where they work. The teachers' responses demonstrated tensions between institutional pressures to use the records as a way to provide feedback to the management, coordination, or parents/guardians on the results of pedagogical action, on one hand, and the understanding of pedagogical documentation as a resource that contributes to reflection on practice, on the other. We conclude that records are of utmost importance in Early Childhood Education, as they allow teachers to explore new processes, revisit to see what is achieving the objective, and identify areas for improvement so that the child's learning is more effective.