A fotografia como documentação pedagógica na formação das professoras da educação infantil

Abstract

Photography, as pedagogical documentation, provides an important investigative document to comprehend the learning processes of both children and their teachers. This research investigates the continuous training process of a group of female preschool teachers and it aims to understand how photography can help in the analysis of the training process of early childhood education teachers in the city of João Pessoa. To do this, we use the pedagogical documentation produced in the project "Knowledge and Practices in/of Early Childhood Education" (2022-2023, free translation), which includes, in addition to the photographs, a final report, learning scripts, memory journals and a portfolio. The methodology follows a qualitative approach, exploring the potential of photographs and other documents to investigate the teacher training process, allowing a deeper dive into the descriptions of the photographic images selected for this research, in a detailed and contextualized way. Based mainly on the ideas of Botega and Tomazzetti (2023), Fochi (2021), Marques and Almeida (2011), Furlanetto (2007), Pimenta (1999), Passeggi (2011), Sonego (2010), Molina (2015) and Gobbi (2011), the study highlights photography as a historical and pedagogical document, capable of promoting investigation and reflection on teacher training. Therefore, through analysis of the photographs, we were able to understand the teachers’ training process in a space committed to valuing teaching narratives and experiences that bring pedagogical practices closer to the children's needs and interests.