Documenting in childhood education: a look at a training course with teachers at the daycare center

Abstract

This text thematizes the documenting act in Early Childhood Education. The research, developed from a qualitative perspective, was carried out within the master’s degree in education state of Santa Catarina. It had as subjects a principal and four teachers who work in Early Childhood Education in the same region, and who participated in a training experience carried out from an extension course woven by the analysis of documenting act. Participant observation, written, photographic, audiovisual records, and above all, being together with the teachers were the research instruments. In the narratives and pedagogical documentation constructed by the teachers, the conception of the child as a subject of rights, creative, potent, active in the historical construction process is identified. This conception made it possible to think of another teaching form in day care centers, which understands children and their childhoods not from a self-centered angle of analysis, but based on children's logic, which has in playing its privileged way of being and knowing the world. In the training course with the teachers, it was observed that sharing the built documentation constituted a (trans)training experience, enhancing other ways and rationales to think about a training path with teachers.