DOCUMENTAÇÃO PEDAGÓGICA E AS MINI-HISTÓRIAS

O que as pesquisas falam sobre elas?

Abstract

This article aims to conduct a bibliographic review of academic publications that discuss pedagogical documentation and mini-stories as assessment tools for early childhood education. In this sense, the question arises: are there academic productions that address the theme of pedagogical documentation and mini-stories in Brazilian journals? How are mini-stories inserted in the scientific scenario of research with and about children? In order to answer these questions, we searched for scientific studies from the last 10 years considering in the academic universe whether mini-stories are perceived as an important tool in pedagogical documentation. The choice of the last ten years was made because we considered the years of social isolation due to the COVID-19 pandemic as a factor that could weaken the number of academic productions on the subject, since children had their interactional processes impacted and educators monitored their students in a peculiar way compared to previous years. In this sense, we understand that pedagogical documentation and mini-stories, when used in an integrated manner, enrich pedagogical practice by allowing the educator to perceive the children's learning process. Therefore, having content that discusses this idea offers a significant contribution to childhood and consequently to future research.