DOCUMENTAÇÃO PEDAGÓGICA NA PRÁXIS DO PROFESSOR DA EDUCAÇÃO INFANTIL PÚLICA DE CAMPO GRANDE-MS

Abstract

Abstract

This article focuses on the pedagogical documentation within the praxis of early childhood educators in the municipal education network of Campo Grande-MS. The objective is to comprehend and analyze how these educators understand pedagogical documentation and whether they utilize it in their teaching praxis. Methodological procedures comprised: bibliographic analysis, drawing upon authors discussing pedagogical documentation, notably Loris Malaguzzi, Oliveira-Formosinho, and Luciana Ostetto; document analysis, based on the National Curriculum Reference for Early Childhood Education (RCNEI), National Curricular Guidelines for Early Childhood Education (DCNEI), and Common National Curricular Base (BNCC), among others; and the application of a survey-type questionnaire, with inquiries directed at early childhood educators within the Municipal Education Network of Campo Grande. The questionnaire employs a set of questions aiming to: Identify if teachers are aware of and consider pedagogical documentation production important; ascertain if educators use their records to organize, develop, and evaluate their planning and practice; and identify the conditions that foster educators' work with pedagogical documentation. The findings indicate that the analyzed curricular documents view records solely as a means of assessing children's learning and development. Additionally, educators recognize the importance of documentation for activity planning and reflecting on their praxis, yet not all engage in this practice.