Escuta e documentação pedagógica em um contexto de creche : Planejamento e práticas construídas em diálogo com as crianças

Abstract

The article addresses a pedagogical planning based on observation and listening to the process of creating forms of playing by children. It aims to collaborate with planning practices based on listening to children, making visible the learning supported by actions planned and developed in dialogue with them. It also aims to highlight the potential of documentation to pedagogical planning and for research. It is based on Pedagogies-in- Participation which recognize the child as competent and the teacher as a researcherof his own pedagogical praxis. The article is the result of a qualitative research, in progress, whose object of study is the Pedagogy practiced by a teacher researcher of her praxis. Documentation practices as well as consultation of documentation prepared by the teacher, for example, reports, mini-stories and books about the educational practice and monitoring of each child make up the central strategy for the construction of the empirical corpus. Data analysis shows that supporting children's motivation to create forms of playing is a way of ensuring the realization of participant praxis.  Listening to children documented and included in the planning was fundamental for the development of the educational experience to support children in learning, such as this kind of learning related to initiating group learning: a group that shares, collaborates, learns and makes decisions.