Documentação pedagógica e docência na educação infantil: processos compartilhados entre diferentes professoras

Abstract

The present research aims to understand the meanings and ways in which pedagogical documentation is used in the context of Early Childhood Education in a municipal school in Quijingue, Bahia. Based on the narratives of five teachers from nursery and preschool classes, the study sought to understand the contributions of the processes involved in the construction of pedagogical documentation as a qualitative element that gives meaning to everyday life, represents lived experiences, and creates memories of educational practices carried out with children. To this end, a qualitative study was conducted using semi-structured interviews, document analysis, and observation as data production instruments. The theoretical and methodological foundation of the study is supported by the perspectives of authors such as Oliveira-Formosinho and Pascal (2019), Fochi (2019), Ostetto (2017), Gil (2008), among others. The analytical records were organized into four main categories: (1) Meanings attributed to pedagogical documentation; (2) Practices and actions with children; (3) Challenges and limitations in teachers’ daily routines; and (4) Institutional appropriation and its relationship with the Political-Pedagogical Project of the investigated institution. Overall, although recognizing the importance of pedagogical documentation, the teachers reported various difficulties in carrying it out systematically, such as lack of time, scarcity of pedagogical materials, absence of technological resources, long working hours, and the constant need for improvisation.