A documentação pedagógica na era digital: proposta de formação docente para educação infantil

Abstract

The desire to give voice to the learning of children and adults and the desire for changes in pedagogical registration and documentation practices, based on using digital technologies, were motivational aspects that inspired the development of this research. Thus, this paper, developed during Professional Masters Degree on Innovation in Educational Technologies of the Metrópole Digital Institute, had as its main objective to analyze the contributions of Digital Information and Communication Technologies (DICT) during the process of construction of pedagogical documentation, as a formative instrument of teaching practice in Early Childhood Education. The methodology used had an applied nature, based on principles of qualitative approach, subsidized by research-training with nuances of action research. In order to fulfill its purpose, this research presents the learning constituted with the teachers who assumed the commitment to experiment with new registration and documentation practices through a proposal for continuing education in context based on three fundamental basis: a) digital era and need for changing related to teaching act; b) Pedagogical documentation: another way to listen to children and pedagogical practice; c) Using digital technology during the process of pedagogical documentation in Early Childhood Education. The course lasted 40 hours and was certified as an extension project. The research was developed in a Children's Center, located at Parnamirim city, state of Rio Grande do Norte, in which the researcher currently holds the position of academic coordinator. The following instruments were used to construct the data: questionnaire, collective interviews, Political-Pedagogic Process document, researcher's field diary and the participants' logbook. The analysis and discussion of the data had some of Bardin's (2016) content analysis technique. The results indicate that: a) the challenges faced in the suspension of face-to-face activities due to the Covid-19 pandemic enabled new registration practices with the use of digital technologies; b) the changes in registration practices, due to the use of technologies, enabled a new way of looking at children, the way of relating to them and their respective families; c) the teachers show a lack of training focused on the use of technologies in Early Childhood Education; d) the time factor is an obstacle to create pedagogic documentation by teachers; e) among the digital tools they use in practice, they highlighted the use of cell phones, mainly for recording photos and videos and the use of applications to edit them; f) photos and videos are usually shared with the children's families in the class WhatsApp group or on the institution's social networks, most of the time as a means of proving to parents that the child participated in the proposed activities; g) the research-training brought initial contributions for the teachers to build knowledge and reflect on pedagogical recording and documentation practices in Early Childhood Education and h) digital technologies help in the production of records and documentation, giving more visibility to the learning process of children and adults, making the communication process richer, more attractive and facilitating its sharing, whether with families, with fellow teachers, or leaving it stored so that it can be accessed whenever necessary. Thus, it can be inferred that pedagogical documentation is a strategy that enables in-service teacher training, since it requires the teacher to take an investigative stance, so that technologies can be great allies in this process. Every step taken during this formation-research is registered in a website as another product of this paper.