Documentación pedagógica e investigación etnográfica de la creación simbólica de la infancia en las instalaciones de juego.

Abstract

The present study aims to show processes of pedagogical documentation in the school context (0-6 years) through an investigation. The investigation is based on images or Visual Ethnography that narrates and gives meaning to the story of children's actions and the imaginations expressed in shared play. Additionally, in the methodological approach used, the action-research model has been adopted. This model favours the participation of the educational community involved in the project from the original proposal. It includes the Installations for play, meeting place and relationship in which childhood has the opportunity to express their symbolic imaginary in a trustworthy context where they feel accompanied and recognized by the reference community.

 Accordingly, the play facilities are an educational proposal conceived from the aesthetic and intentional presentation of specific objects in a transformable space. This “symbolic space” is arranged to favour relationships among a stable group of girls, boys and adults (classroom tutor, psychomotor specialist and scribe). The group gives meaning to the symbolic processes of childhood, welcoming emotional expressions and favouring the development of symbolic creation. Consequently, it is possible to offer visibility to the nursery school as a unique place of “intersecting biographies”, one which gives meaning to feelings of belonging and the value of care.