Banca de QUALIFICAÇÃO: GÉSSICA DE AGUIAR LIMA

THE PEDAGOGICAL DOCUMENTATION OF PRETENDING PLAYS AS A MEMORY OF THE CHILD DEVELOPMENT PROCESS - A HISTORICAL-CULTURAL PERSPECTIVE

Pedagogical documentation. Make – believe activities. Preschool.

The main objective of this research is to understand how pedagogical documentation can contribute to the monitoring of children's development in a preschool class of early childhood education in Santarém-PA. As a methodological approach, we opted for the documentation of make-believe activities, a guide activity for preschool children. For this, specifically, it is proposed: Relate the pedagogical documentation of the development of young children to the guiding activity of child development; Understand the content and process of pedagogical documentation at school; Analyze the instruments created by the institution and the teacher for the pedagogical monitoring of children's development; Reflect on the teacher's praxis regarding the pedagogical documentation of make-believe activities as a possibility for monitoring child development. The study is based on the theoretical-methodological principles of the Historical-Cultural Theory (THC) by Vygotski and the approach of Reggio Emília by Loris Malaguzzi, recognizing the importance of the environment and the relationships established in it as factors of constitution and human development. In order to achieve the aforementioned objectives, some methodological paths were traced that are being followed until the moment of the investigation: the explanatory character of the object studied, in search of its essence, escaping from immediate appearances and the interventive-collaborative character of the research , which will be carried out through continuous training and monitoring of the teacher's work throughout 2022. The data production strategies are structured in observation, recurring and semi-structured interviews, a questionnaire applied to the children's families and the analysis of documentation pedagogical activity produced during the investigation, before and during the intervention. The forms of recording these data are supported by the field diary, videos and photographs. The subsidies of the exploratory period revealed that the teacher's conceptions and practices respect children's interests, children's freedom and allocate time and space for activities and interactions. Contradictorily, trends towards teacher-centered teaching and class behavior control with “impositions” of rules were observed. The work with pedagogical documentation, specifically, promotes democracy in the class, through the exercise of listening, observation, records, reflections and socialization of children's learning and productions. However, the following problematizations were identified: the use of records to persuade children to behave “ideally”, confusion about the concept of pedagogical documentation; restriction of its process to registration and planning, which indicated the need for formative intervention on pedagogical documentation and on pretend make-believe activities. Three online continuing education meetings on the subject, lasting two hours, took place in June 2022. These meetings, added to the monitoring of teaching work, since April, constitute the basis of the collaborative intervention in development. It is expected that the results of this intervention will be appreciated and revealed in the course of the research. As for the results presented until the qualification, the exploratory period and the monitoring of the teaching work are taken as a basis, with specific reflections on the object of study. The documentation produced and shared by the class in the first half of the year reveals that pretend make-believe activities is perceived as an activity that promotes development. However, the pedagogical documentation (observation, listening, recording, reflection, socialization and planning) about pretend make-believe activities occurs in an elementary way. Only imagination is highlighted as a typically human quality developed in make-believe activities.