PEDAGOGICAL DOCUMENTATION AS A STRATEGY FOR CONTINUING TEACHER EDUCATION IN EARLY CHILDHOOD EDUCATION

Abstract

This article analyzed how pedagogical documentation can contribute to strengthening continuing teacher education in Early Childhood Education. This qualitative, applied, exploratory and descriptive study was developed through a case study in a public Early Childhood Education institution within the Municipal Education Network of Florianópolis, Brazil. Four teachers participated, organized into two shared-teaching pairs, one working in daycare and the other in preschool. The corpus consisted of responses to an open-ended questionnaire, pedagogical records, planning documents and institutional documents, examined through content analysis. The results showed that pedagogical documentation is recognized as an instrument for making children's learning visible, reflecting on teaching practices and organizing pedagogical planning. However, its systematic use as a formative device depends on institutional time, collective spaces for analysis and pedagogical mediation. It is concluded that pedagogical documentation can become a structuring axis of continuing teacher education when it is intentionally, reflectively and collectively mobilized.