A fotografia como ferramenta pedagógica na educação infantil

Abstract

This study explores the use of photography as a pedagogical tool in Early Childhood Education. The main objective of the research was to investigate and analyze how early childhood teachers incorporate photography into their teaching practices, highlighting their perceptions, experiences, and challenges in the municipality of Goiana, Pernambuco. The methodology adopted was qualitative in nature, based on an extensive literature review grounded in authors such as Júlio (2016), Pontes (2024), Borba (2017), Campanholi (2014), Gobbi (2012), Anjos and Barreto (2022), and Sônego (2010), who address the use of photography as a pedagogical tool. In addition, a structured questionnaire was applied to teachers from different school contexts, both public and private. The results indicated that teachers widely recognize photography as an important tool for recording and documenting pedagogical activities, as well as a meaningful resource to stimulate children's learning. The versatility of photography was highlighted across various educational contexts, from documenting children's development to activities promoting motor coordination and self-expression. However, challenges were identified in the data analysis. To maximize the pedagogical benefits of photography, continuous professional development and access to adequate resources are needed, enabling teachers to integrate this tool more strategically and effectively into educational experiences. Keywords: Photography; Early Childhood Education; Teaching-Learning Process.