Documentação pedagógica na educação infantil: um encontro entre protagonismo das crianças e autoria do professor
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Arquivos
Data
2023-06-30
Tipo de documento
Artigo Científico
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Ciências Humanas
Modalidade de acesso
Acesso aberto
Editora
Autores
Reis, Ailla Cardoso dos
Orientador
Simiano, Luciane Pandini
Coorientador
Resumo
A presente pesquisa busca analisar o que contam as documentações pedagógicas sobre a autoria dos professores e o protagonismo das crianças no cotidiano educativo. Em termos metodológicos, a pesquisa foi desenvolvida em uma perspectiva qualitativa, a partir da pesquisa documental. A investigação parte do estudo de documentos, neste caso as documentações pedagógicas, que serão analisadas a partir da técnica de análises de conteúdo (BARDIN, 2016). A partir dessa perspectiva, elegemos como instrumento metodológico um conjunto de três documentações que foram construídas por professoras que atuam na Educação Infantil pública, no período de agosto até novembro de 2022. Como problema de pesquisa elegeu-se: O que contam as documentações pedagógicas sobre a autoria dos professores e o protagonismo das crianças no cotidiano educativo? Como resultado identificou-se educadores que exercem uma prática autoral, que através de narrativas contam o percurso junto ao grupo no cotidiano institucional. As falas e desenhos das crianças encontradas nas documentações analisadas, denotam crianças ativas que protagonizam suas ações.
The present research seeks to analyze what the pedagogical documentation tells about the authorship of the teachers and the protagonism of children in the educational routine. In methodological terms, the research was developed in a qualitative perspective, based on documentary research. The investigation starts from the study of documents, in this case the pedagogical documentation, which will be analyzed using the content analysis technique (BARDIN, 2016). From this perspective, we chose as a methodological instrument a set of three documents that were built by teachers who work in public Early Childhood Education, from August to November 2022. As a research problem, we chose: What do the pedagogical documents tell about the authorship of teachers and the protagonism of children in everyday education? As a result, educators who exercise an authorial practice were identified, who through narratives tell the journey with the group in the institutional daily life. The speeches and drawings of the children found in the analyzed documents denote active children who lead their actions.
The present research seeks to analyze what the pedagogical documentation tells about the authorship of the teachers and the protagonism of children in the educational routine. In methodological terms, the research was developed in a qualitative perspective, based on documentary research. The investigation starts from the study of documents, in this case the pedagogical documentation, which will be analyzed using the content analysis technique (BARDIN, 2016). From this perspective, we chose as a methodological instrument a set of three documents that were built by teachers who work in public Early Childhood Education, from August to November 2022. As a research problem, we chose: What do the pedagogical documents tell about the authorship of teachers and the protagonism of children in everyday education? As a result, educators who exercise an authorial practice were identified, who through narratives tell the journey with the group in the institutional daily life. The speeches and drawings of the children found in the analyzed documents denote active children who lead their actions.
Palavras-chave
Educação infantil, Documentação pedagógica, Protagonismo, Autoria