Pedagogical documentation: contributions to the training of early childhood education teachers

Abstract

The article aims to investigate the contributions of pedagogical documentation to teachers' professional development in the context of Early Childhood Education. This is a qualitative study with a descriptive-analytical approach. The research involved five Early Childhood Education teachers, and data were collected through closed-ended questionnaires and semi-structured interviews. For data analysis, content analysis was employed, and the theoretical framework was primarily based on the contributions of António Nóvoa, Júlia Oliveira-Formosinho, and Carlos Marcelo García. These authors emphasize the need for continuous and reflective professional development that integrates theory and practice in order to address the specific demands of everyday school life. The findings reveal that, although pedagogical documentation is recognized as a valuable tool for monitoring planning processes and children's development, it is still underutilized in professional learning contexts as a resource for analysis, reflection, and the collective construction of pedagogical practices. Pedagogical documentation is predominantly perceived as a technical and administrative support tool, particularly for meetings with families and for ensuring continuity between classes, which reinforces its pedagogical relevance.