A documentação pedagógica do pensamento investigativo das crianças: a perspectiva de Reggio Emilia

Abstract

This dissertation presents an investigation on pedagogical documentation in the context of Early Childhood Education, according to the Reggio Emilia approach. Its focus lies in the field of studies on the investigative thinking of children, which still needs to be better understood by researchers and educators. In this perspective, this research has the general objective of analyzing how the pedagogical documentation reveals the investigative thinking of children in Early Childhood Education. The proposed investigation has a qualitative and exploratory nature. Its methodological development was carried out using a thematic textual analysis method, according to the perspective of Braun and Clark (2006). In this process, we first studied how the Reggio Emilia approach was constituted, the guiding principles and the image of a child. Pedagogical documentation, one of the principles of this approach, will be analyzed by the research method, considering its concept, types and functions that compose it. The theoretical framework was developed based on Italian authors such as Altimir (2017), Antonietti (2011), Benzoni (2001); Biffi (2014), Davoli (2017), De Rossi and Restaglian (2013), Dolci (2017), Gandini and Goldhaber (2002), Malaguzzi (1999, 2016), Rinaldi (2012, 2018) and Vecchi (1999, 2014, 2017), among others. After reviewing the literature, we explain the method of textual analysis and then, based on a set of theoretical reference texts on the research topic, analyzing how the pedagogical documentation reveals the investigative thinking of children in Early Childhood Education. From the analysis it was possible to elaborate three categories: to offer a memory of the choices and the paths made by the children; makes children's interests, products and thoughts visible and teaching documents reveal the learning, their expressions and emotions. The research revealed the pedagogical documents can reveal the investigative thinking of children when they are conceived as constructors of their own history. For that, education professionals must assist their discoveries, offering instruments that make them search for their ideas, revealing their interests, motivations, choices, concerns, solutions and elaborations so that, then, they perceive their paths through practices that provide different ways of expressing them. your emotions.