Banca de DEFESA: GÉSSICA DE AGUIAR LIMA

PEDAGOGICAL DOCUMENTATION OF PRETENDING PLAY IN PRESCHOOL: CONDITIONS AND POSSIBILITIES FOR IMPLEMENTATION

Pedagogical documentation. Make - believe activities. Conditions. Possibilities. Pre-school.

This paper aims to understand the conditions and possibilities concerning the implementation of pedagogical documentation of make - believe activities at pre - school. The option of playing make - believe as methodological - theoretical framework occurred because it is about the guide activity for children between 3 and 7 years old. The study is based on the principles related to the Cultural - Historical Theory by Vygotsky and the approach by Reggio Emília de Loris Malaguzzi (2016; 2021), recognizing the importance of the environment and the relations established in it as factors of human development and constitution. In attempt to comprehend the object of study, methodological paths for the investigation are outlined: explanatory character about the object studied, searching for its essence, escaping the immediate appearance; and the collaborative - interventional character of the research, through a continuing education and monitoring the teacher's work throughout the school year of 2022 aiming to promote the pedagogical documentation as a way of thinking that guides teaching. The strategy of data production were based on the observation of pedagogical practice, recurring interviews with the teacher of the class, a questionnaire directed to the children's families and document analysis, such as the Pedagogical Political Project (PPP) of the school. The ways these data were registered were field journal, videos and photographs. The results of the research showed that the conditions for the implementation of pedagogical documentation of playing are closely related to the teachers continuing education, the availability of materials and appropriate resources for its achievement and organization of time and spaces so that the children's playing happens. The lack of these conditions brings challenges, which harm the effectiveness the pedagogical documentation proposes, damaging essential principles, like the conception of capable and participative children and the comprehension of playing as a developmental activity. The possibilities coming from such documentation consist of: collective and individual monitoring regarding the small children's development taking into account their real characteristics; participative creation of planning actions and projects aligned to the children's needs and interests; exercising self - training at work, through the reflection of daily life; and appreciation of playing participation, and infantile creativity. The research also showed conceptions and oscillating practices concerning the participating teacher regarding the object of investigation. Although she has demonstrated respect for the infantile interests, freedom for the children and a valorization of childhood, she also showed tendencies to teaching focused on herself and control of the class conduct. The pedagogical documentation of playing is an extensive and narrative process of childhood, however to be effective it is necessary to overcome cultural historical resistances: conceptions of passive children and childhood; teachers' professional and formative devaluation; and lack of recognition of the potential of children's play.