Banca de DEFESA: ADRIANA OLIVEIRA DE TOLEDO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ADRIANA OLIVEIRA DE TOLEDO
DATE: 28/08/2025
TIME: 09:00
LOCAL: Fundaj Apipucos
TITLE:

Pedagogical Documentation in Early Childhood Education: Perspectives, Challenges, and Possibilities in a Municipality in Agreste Pernambucano

KEY WORDS:

Pedagogical Documentation. Reflective Documentation. Early Childhood Education. Daycare.

PAGES: 110
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This dissertation aims to understand the conceptions and productions of Pedagogical Documentation by teachers working in daycares in a municipality in the Agreste region of Pernambuco, Brazil. Driven by concerns that have accompanied me since my teaching experience in Early Childhood Education, this investigation sought to listen to teachers and analyze their records of daily life with infants and very young children. Inspired by the Reggio Emilia approach and the principles of Participatory Pedagogies, the research relies on Pedagogical Documentation as an ethical, political, and aesthetic strategy to make visible the learning processes of boys and girls in educational institutions.The adopted methodology is qualitative, with a participatory approach, and utilizes instruments such as document analysis and projective interviews. The reflection on pedagogical documentation prioritizes epistemic and practical curiosities, inspired by ideas from Reggio Emilia and the conceptions of Malaguzzi (2001). The study also engages with authors such as Rinaldi (2016, 2024), Fochi (2016, 2018, 2019, 2020), Ostetto (2017, 2020), Proença (2021), Madalena Freire (2008, 2023), Malaguzzi (1996, 2001, 2016), Formosinho and Oliveira-Formosinho (2019), and Oliveira-Formosinho and Formosinho (2017), recognizing Pedagogical Documentation as a tool for reflection, self-training, and communication of educational practice.The analyzed data reveal that, although teachers acknowledge the importance of documenting their practices, there is still a limited understanding of the concept of Pedagogical Documentation, often confused with bureaucratic and punctual records. This finding highlights the need for training that promotes a deeper theoretical and practical understanding of the topic, anchored in a dialogical, sensitive, and ethical perspective.By shedding light on a topic still nascent in academic production in Pernambuco, especially concerning daycare settings, this research seeks to contribute to the appreciation of teaching knowledge, the listening to childhoods, and the construction of a pedagogy of listening and authorship. More than answering what Pedagogical Documentation is, this work is an attempt to understand how and if it is lived, thought, and felt by those who are daily with infants and children.

COMMITTEE MEMBERS:
Externo à Instituição - CATARINA CARNEIRO GONÇALVES - UFPE
Presidente - EMMANUELLE CHRISTINE CHAVES DA SILVA
Interna - POMPEIA DE VILLACHAN E LYRA