Registro Docente Contemporâneo: infância e docência em tempos digitais

Abstract

II Universidade do Vale do Rio dos Sinos (UNISINOS), São Leopoldo/RS -BrasilRESUMO -Registro Docente Contemporâneo: infância e docência em tempos digitais. O artigo objetiva articular a infância contemporânea com a prática de registro docente da documentação pedagógica. Abordando-se a educação da infância contemporânea e mostrando-se os deslocamentos nos modos de viver dos sujeitos infantis, tensiona-se o modo de ser aluno e docente na Educação Infantil. Analisam-se referenciais italianos que apresentam a abordagem da documentação pedagógica, e defende-se a ideia de que essa forma de registro aponta para um gradual refinamento nas maneiras de registrar as ações infantis, sugerindo um tempo digital e pontilhista, permeado pela rapidez nos modos de comunicar as aprendizagens. Uma criança protagonista e um professor organizador dos tempos e espaços são visibilizados na literatura italiana analisada. Palavras-chave: Infância. Educação Infantil. Documentação Pedagógica. Tempo Digital.ABSTRACT -Contemporary Teacher's Records: childhood and teaching in digital times. This paper aims to articulate the contemporary childhood with the practice of teaching record of pedagogical documentation. When approaching the contemporary children education and pointing out displacements in the child subjects' ways of living, the paper problematizes the ways of being a student and a teacher in Child Education. We have also analyzed some Italian references addressing the pedagogical documentation approach, and we advocate the idea that this type of record evidences a gradual refinement in the ways of recording children's actions, thus suggesting a digital, pointillist time permeated with fast ways of conveying information. A protagonist child and a teacher who organizes times and spaces have been evidenced in the Italian literature under analysis.

Pedagogical Documentation in Brazilian Early Childhood Education: Literature Review

“…Other authors (HORN, FABRIS, 2017) understand pedagogical documentation as a practice of teaching records about the children's learning process, suggesting a gradual refinement in the ways of recording students' actions in Kindergarten schools.…”

“…In this premise, the search for studies related to school spaces intended for early childhood education has increased in a growing and qualitative way in reflections in recent years (SANTOS, SILVA, 2016). At the same time, taking into account the recent advances in current legislation, where the child is recognized as a subject of rights and a social actor, and the creation of public policies aimed at teacher training in these pedagogical spaces (HORN, FABRIS, 2017), the results of studies and researches focused on this theme are significant, aiming at the expansion of proposals and paths for teachers inserted and inserted in the context of early childhood education.…”

Trajectory of Digital Documentation and Reflective Practice: Making Teaching Visible, Critical, and Shareable

“…A longitudinal study shows that, despite the improvement in the discrepancy between age and grade level rate, when we consider district public middle schools 40 We would like to point that the results of public educational system involve many factors such as the geographic location of the schools, available human resources, social and economical background, etc. 41 Students from private schools represent 75,3% of the students enrolled in graduate studies, whereas only 24,7% come from the public educational system. 42 In 2012, 37% of the students enrolled in public universities and similar public institutions came from the private system, compared to 40% in 2017.…”