Abordagem Reggio Emilia na educação infantil: um olhar histórico-educacional para a documentação "pedagógica"

Abstract

This research, affiliated with the Graduate Program of the University of Caxias do Sul and situated within the field of History and Philosophy of Education, aims to investigate, from a historical-educational perspective, the concept of "pedagogical" documentation in the Reggio Emilia approach and how it emerges as a central tool in this educational model. The study traces the historical path from events in 1945 in Vila Cella, Italy, through significant post-war developments, leading to a focus on "pedagogical" documentation in the 1980s. The Reggio Emilia approach is an educational model originating from the city of Reggio Emilia, Italy, which emphasizes the active participation of children in the learning process. This study was conducted through documentary research, involving analysis of Italian bibliographies, translations, literature reviews, meeting minutes, and historical documents. The history of the Reggio Emilia approach and the key historical events that shaped it, extending beyond the involvement of Loris Malaguzzi, encompass community struggles and the active participation of the community from its earliest foundations. While educator Loris Malaguzzi played a significant role in this process, the research reveals that the creation of the approach was the result of a collective movement involving community voices and the active participation of women in the post-World War II era. This movement recognized the rights of children and proposed an education that extended throughout the region, contributing to a distinct educational culture for young children. "Pedagogical" documentation, or documentazione, emerges within this context as an essential practice for recording, interpreting, and reflecting on learning, allowing for continuous observation of children's development and the relationships established in educational environments. Throughout the research, it became evident that the Reggio Emilia approach solidified its place not only through its method but through the way it integrated detailed observations of local realities with a unique sensitivity to children's needs. "Pedagogical" documentation is not merely a record, but a tool that continually reinvents itself, adapting to interactions and discoveries, and strengthening the role of the community and educators in the teaching-learning process. By revisiting this trajectory, the research seeks to offer new insights into how this approach can inspire educational practices in the Brazilian context, not as a mere replication, but as a creative and culturally sensitive adaptation to local realities. Thus, this dissertation contributes to the understanding of the history and practices of the Reggio Emilia approach, particularly regarding "pedagogical" documentation, and how it can offer new perspectives for early childhood education in different regions, including Brazil. The inspiration that this approach offers reinforces the importance of an education that values children's autonomy, community relationships, and documentation as a living and transformative practice. Ultimately, this study inspires a new outlook for a fresh beginning in our own territory. [resumo fornecido pelo autor]