Documentação pedagógica: estudo sobre crianças e suas linguagens

Abstract

The presence of children as empirical interlocutors bolsters this research, which delves into the viewpoints of childhood, children and their languages. All viewpoints have been expressed within the pedagogical context of elementary education and documented, at a school located in the city of Caxias do Sul, in the State of Rio Grande do Sul. The considerations about the pedagogical documentation prioritizes epistemic and practical inquistivinesses, inspired by Reggio Emília´s ideas and Malaguzzi´s (2001) conceptions. The research features empirical findings so as to buttress the considerations, therefore intertwining the pedagogical documentation with the many langages of the children. The most part of the theoretical principles are made up of the works by Rinaldi (2014, 2019), Malaguzzi (1996, 2001, 2016), Formosinho and Oliveira-Formosinho (2019), Oliveira-Formosinho and Formosinho (2017), as well as Benjamin (2011). The methodology was linked to a qualitative analysis, in which data was garnered via case study (YIN, 2001). The research was supplied with evidence from three sources: pedagogical documentation, focal groups with children and focal groups with teachers, which were registered by recordings and class log. Throughout the articulation of the evidence, five categories have emerged: (a) openness to the other and to the unexpected; (b) now time; (c) documentation of being right; (d) sensory and sensitive languages; (e) protagonist children. The sources of evidence were studied based on the content analysis (BARDIN, 2010). The documentation was made in a flexible manner, with diverse materials and resources, without any standard in the aforemantioned school. The categories are present in the dissertation as a whole and have resulted in the chapters. The results point to the image of protagonist children, who stand out due to the different opportunities of acting in the processes of teaching and learning, as well as in the adaptation of school shifts toward children´s participation. Such opportunities point out the language of the body, of art, which have been deemed as sensible and sensory by the research subjects. In the debates about the pedagogical documentation, the concept of time shows up as a significant aspect for the children; the materialities and memories present in the documentation are circular for new possibilities and investigations of everyday life pemeated by the now. And, finally, the documentation prioritizes the culture of success and being right from the teaching perspective. [resumo fornecido pelo autor]