Documentação pedagógica na educação infantil: o que dizem as produções científicas brasileiras

Abstract

In Early Childhood Education, discussions about the need to assess children's development and teaching practices are constant. This raises the following questions: What is assessment? Assessment in Early Childhood Education? Why and how should children and teaching practices in Early Childhood Education be assessed? How can Pedagogical Documentation contribute to this process? Therefore, the aim of this research is to identify what has been produced in Brazilian academic-scientific journals on Pedagogical Documentation in Early Childhood Education; specifically: to analyze the concepts of Pedagogical Documentation present in the works found; to map the years and regions in which these works have been carried out; and, finally, to highlight the challenges and possibilities in implementing Pedagogical Documentation in Early Childhood Education recorded in scientific works on the subject. To achieve these objectives, a bibliographic search was carried out on Google Scholar, highlighting the main concepts, regions and years in which these publications occurred, taking stock to analyze the relevance of this theme in the Early Childhood Education scenario in Brazil. According to the articles analyzed, the most relevant words to conceptualize Pedagogical Documentation were: instrument, praxis and narrative. These were considered to be the ones that best describe the object of study. Regarding the regions of Brazil that show the most interest in studying this practice that values the child in its entirety, the South and Southeast stand out. It can be said that this praxis is already part of the pedagogical work in schools in these regions, since they are the regions that invest the most in education in Brazil. Among the greatest challenges for the implementation of Pedagogical Documentation are the fragility of initial training; difficulties in understanding the specificity of the assessment in E. I.; preparation of collections of activities that do not contribute to the analysis of the learning process; and the lack of continuing education that addresses the complexity of this practice. However, the importance of deepening this theme was perceived to improve the quality of professional performance. It is important to highlight the need to discuss this topic as a resource that only tends to contribute to the quality of education, which requires continued training to improve knowledge, in addition to the need for professional development.