{"id":{"repo_id":"brazil-ufba","oai_identifier":"oai:repositorio.ufba.br:ri/30022"},"canonical_url":"https://search.dev.ndltd.org/etd/brazil-ufba/oai:repositorio.ufba.br:ri/30022","repository":{"repo_id":"brazil-ufba","name":"Brazil UFBA","base_url":"https://repositorio.ufba.br/oai/request"},"display":{"title":"Documentação pedagógica no cotidiano da Educação Infantil.","abstract":"ABSTRACT In the last few decades, Children’s Education reached undeniable advances, specially visible in conceptions and orientations present in guiding documents for this Elementary Education’s step policies. Among these advances, must be highlighted the recognition of children as social subject bearer of rights that must have the leading role of his development, in ongoing dialogue with his pairs, with adults and the environment. In this connection, the institution of education is central stage so the children may lead his learning processes. In this line of action, the research written in this thesis investigated the relation between pedagogical documentation, children’s listening and Children’s Education pedagogical praxis, from the question: what are the relations between teacher’s record, children’s voices and pedagogical praxis? It has been guided by the general purpose of contribute to spread, in a reflexive way, practices of Children’s Education influenced by children’s voices, and the specific purpose of relate the formative process and the listening as estructural element of teaching practices and to identify educational procedures that promote a mutual communication between pedagogical documentation, children’s listening and teaching practice. One teacher, one pedagogical coordinator and one manager from Municipal Center of Children’s Education, at Salvador (BA), were active participant of the investigation. The methodological procedure was mostly qualitative, supported by the critical ethnoresearch, with the perspective of, through a dialogical relation, understand and atribute meanings to the investigated reality. Based on documental analysis, semi-structured interviews, observations and records in field diary, in the research were produced informations that constitute two analysis cathegories: pedagogical formation and practice. The theoretical inputs subsidiary of this thesis was: Bakhtin’s concepts of language, dialogism, exotopy and otherness, inspired by Bakhtin (2003; 2006; 2010) and also Fiorin (2008), Brait (2005), Faraco (2003); the concepts of childhood, child, participation, pedagogical documentation and teacher’s professionalism, supported specially in Malaguzzi (1999), Rinaldi (1999; 2012), Oliveira-Formosinho (2007; 2008), Sarmento (2004; 2007; 2016), Barbosa (2006), Hoffman (1993; 2003), Imbernón (2011) e Nóvoa (2009). The research results reinforced two assumptions: the first is that the pedagogical records produced in a reflexive way constitute fundamental conditions to implement the dialogism between pedagogical praxis and children’s listening; and the second is the one that, as the Aristotelian maxim, already popular, “one swallow doen’t make a summer”, the participants revealed the importance of their colaborative formation for the practical implementation of records in dialogue with children’s voices.","abstract_html":"ABSTRACT In the last few decades, Children’s Education reached undeniable advances, specially visible in conceptions and orientations present in guiding documents for this Elementary Education’s step policies. Among these advances, must be highlighted the recognition of children as social subject bearer of rights that must have the leading role of his development, in ongoing dialogue with his pairs, with adults and the environment. In this connection, the institution of education is central stage so the children may lead his learning processes. In this line of action, the research written in this thesis investigated the relation between pedagogical documentation, children’s listening and Children’s Education pedagogical praxis, from the question: what are the relations between teacher’s record, children’s voices and pedagogical praxis? It has been guided by the general purpose of contribute to spread, in a reflexive way, practices of Children’s Education influenced by children’s voices, and the specific purpose of relate the formative process and the listening as estructural element of teaching practices and to identify educational procedures that promote a mutual communication between pedagogical documentation, children’s listening and teaching practice. One teacher, one pedagogical coordinator and one manager from Municipal Center of Children’s Education, at Salvador (BA), were active participant of the investigation. The methodological procedure was mostly qualitative, supported by the critical ethnoresearch, with the perspective of, through a dialogical relation, understand and atribute meanings to the investigated reality. Based on documental analysis, semi-structured interviews, observations and records in field diary, in the research were produced informations that constitute two analysis cathegories: pedagogical formation and practice. The theoretical inputs subsidiary of this thesis was: Bakhtin’s concepts of language, dialogism, exotopy and otherness, inspired by Bakhtin (2003; 2006; 2010) and also Fiorin (2008), Brait (2005), Faraco (2003); the concepts of childhood, child, participation, pedagogical documentation and teacher’s professionalism, supported specially in Malaguzzi (1999), Rinaldi (1999; 2012), Oliveira-Formosinho (2007; 2008), Sarmento (2004; 2007; 2016), Barbosa (2006), Hoffman (1993; 2003), Imbernón (2011) e Nóvoa (2009). The research results reinforced two assumptions: the first is that the pedagogical records produced in a reflexive way constitute fundamental conditions to implement the dialogism between pedagogical praxis and children’s listening; and the second is the one that, as the Aristotelian maxim, already popular, “one swallow doen’t make a summer”, the participants revealed the importance of their colaborative formation for the practical implementation of records in dialogue with children’s voices.","abstract_has_math":false,"creators":["Cunha, Gilmária Ribeiro da"],"institution":"Faculdade de Educação","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Arapiraca, Mary de Andrade"],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019","date_published":"2019","updated_at":"2026-07-27T22:07:47Z","subjects":["Documentação pedagógica","Escuta da criança","Práxis pedagógica","Educação Infantil","Professores de educação infantil","Educação básica","Prática de ensino","Pedagogical documentation","Children’s listening","Children’s Education"],"languages":["pt_BR"],"rights":["Acesso Aberto"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["Dissertação"],"render_values":[{"text":"Dissertação","href":null,"code":true}]}]},"links":{"outbound_url":"http://repositorio.ufba.br/ri/handle/ri/30022","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Arapiraca, Mary de Andrade"]},{"key":"dc:creator","label":"Author","values":["Cunha, Gilmária Ribeiro da"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2019-07-08T14:44:45Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2019-07-08T14:44:45Z"]},{"key":"dc:date.issued","label":"Date","values":["2019"]},{"key":"dc:type","label":"Dc Type","values":["Dissertação"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Documentação pedagógica","Escuta da criança","Práxis pedagógica","Educação Infantil","Professores de educação infantil","Educação básica","Prática de ensino","Pedagogical documentation","Children’s listening","Children’s Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["pt_BR"]},{"key":"dc:rights","label":"Dc Rights","values":["Acesso Aberto"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["Dissertação"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://repositorio.ufba.br/ri/handle/ri/30022"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["ABSTRACT In the last few decades, Children’s Education reached undeniable advances, specially visible in conceptions and orientations present in guiding documents for this Elementary Education’s step policies. Among these advances, must be highlighted the recognition of children as social subject bearer of rights that must have the leading role of his development, in ongoing dialogue with his pairs, with adults and the environment. In this connection, the institution of education is central stage so the children may lead his learning processes. In this line of action, the research written in this thesis investigated the relation between pedagogical documentation, children’s listening and Children’s Education pedagogical praxis, from the question: what are the relations between teacher’s record, children’s voices and pedagogical praxis? It has been guided by the general purpose of contribute to spread, in a reflexive way, practices of Children’s Education influenced by children’s voices, and the specific purpose of relate the formative process and the listening as estructural element of teaching practices and to identify educational procedures that promote a mutual communication between pedagogical documentation, children’s listening and teaching practice. One teacher, one pedagogical coordinator and one manager from Municipal Center of Children’s Education, at Salvador (BA), were active participant of the investigation. The methodological procedure was mostly qualitative, supported by the critical ethnoresearch, with the perspective of, through a dialogical relation, understand and atribute meanings to the investigated reality. Based on documental analysis, semi-structured interviews, observations and records in field diary, in the research were produced informations that constitute two analysis cathegories: pedagogical formation and practice. The theoretical inputs subsidiary of this thesis was: Bakhtin’s concepts of language, dialogism, exotopy and otherness, inspired by Bakhtin (2003; 2006; 2010) and also Fiorin (2008), Brait (2005), Faraco (2003); the concepts of childhood, child, participation, pedagogical documentation and teacher’s professionalism, supported specially in Malaguzzi (1999), Rinaldi (1999; 2012), Oliveira-Formosinho (2007; 2008), Sarmento (2004; 2007; 2016), Barbosa (2006), Hoffman (1993; 2003), Imbernón (2011) e Nóvoa (2009). The research results reinforced two assumptions: the first is that the pedagogical records produced in a reflexive way constitute fundamental conditions to implement the dialogism between pedagogical praxis and children’s listening; and the second is the one that, as the Aristotelian maxim, already popular, “one swallow doen’t make a summer”, the participants revealed the importance of their colaborative formation for the practical implementation of records in dialogue with children’s voices."]},{"key":"dc:title","label":"Title","values":["Documentação pedagógica no cotidiano da Educação Infantil."]}]}],"canonical_facts":{"dc:contributor.advisor":["Arapiraca, Mary de Andrade"],"dc:creator":["Cunha, Gilmária Ribeiro da"],"dc:date.accessioned":["2019-07-08T14:44:45Z"],"dc:date.available":["2019-07-08T14:44:45Z"],"dc:date.issued":["2019"],"dc:description.abstract":["ABSTRACT In the last few decades, Children’s Education reached undeniable advances, specially visible in conceptions and orientations present in guiding documents for this Elementary Education’s step policies. Among these advances, must be highlighted the recognition of children as social subject bearer of rights that must have the leading role of his development, in ongoing dialogue with his pairs, with adults and the environment. In this connection, the institution of education is central stage so the children may lead his learning processes. In this line of action, the research written in this thesis investigated the relation between pedagogical documentation, children’s listening and Children’s Education pedagogical praxis, from the question: what are the relations between teacher’s record, children’s voices and pedagogical praxis? It has been guided by the general purpose of contribute to spread, in a reflexive way, practices of Children’s Education influenced by children’s voices, and the specific purpose of relate the formative process and the listening as estructural element of teaching practices and to identify educational procedures that promote a mutual communication between pedagogical documentation, children’s listening and teaching practice. One teacher, one pedagogical coordinator and one manager from Municipal Center of Children’s Education, at Salvador (BA), were active participant of the investigation. The methodological procedure was mostly qualitative, supported by the critical ethnoresearch, with the perspective of, through a dialogical relation, understand and atribute meanings to the investigated reality. Based on documental analysis, semi-structured interviews, observations and records in field diary, in the research were produced informations that constitute two analysis cathegories: pedagogical formation and practice. The theoretical inputs subsidiary of this thesis was: Bakhtin’s concepts of language, dialogism, exotopy and otherness, inspired by Bakhtin (2003; 2006; 2010) and also Fiorin (2008), Brait (2005), Faraco (2003); the concepts of childhood, child, participation, pedagogical documentation and teacher’s professionalism, supported specially in Malaguzzi (1999), Rinaldi (1999; 2012), Oliveira-Formosinho (2007; 2008), Sarmento (2004; 2007; 2016), Barbosa (2006), Hoffman (1993; 2003), Imbernón (2011) e Nóvoa (2009). The research results reinforced two assumptions: the first is that the pedagogical records produced in a reflexive way constitute fundamental conditions to implement the dialogism between pedagogical praxis and children’s listening; and the second is the one that, as the Aristotelian maxim, already popular, “one swallow doen’t make a summer”, the participants revealed the importance of their colaborative formation for the practical implementation of records in dialogue with children’s voices."],"dc:identifier.other":["Dissertação"],"dc:identifier.uri":["http://repositorio.ufba.br/ri/handle/ri/30022"],"dc:language.iso":["pt_BR"],"dc:rights":["Acesso Aberto"],"dc:subject":["Documentação pedagógica","Escuta da criança","Práxis pedagógica","Educação Infantil","Professores de educação infantil","Educação básica","Prática de ensino","Pedagogical documentation","Children’s listening","Children’s Education"],"dc:title":["Documentação pedagógica no cotidiano da Educação Infantil."],"dc:type":["Dissertação"]},"updated_at":"2026-07-27T22:07:47Z"}