Mini-histórias na perspectiva da Documentação Pedagógica
Autor: DOT P GUAIANASES- ENSINO FUNDAMENTAL | Publicado: 2016-10-25T17:04:00-02:00



“QUALIDADE DA
EDUCAÇÃO INFANTIL PAULISTANA- TEMPOS, ESPAÇOS, MATERIAIS E INTERAÇÕES”


&nbsp;

(...) “se a prática educativa tem a criança como um de
seus sujeitos, construindo seu processo de conhecimento, não há dicotomia entre
o cognitivo e o afetivo, e sim uma relação dinâmica, prazerosa de conhecer o
mundo”.


Madalena
Freire, 1983

&nbsp;

&nbsp;


Objetivos: 



&nbsp;

ü Fomentar o diálogo
sobre as concepções de criança, infância e currículo tendo como base a
qualidade da Educação Infantil;





ü
Consolidar
ações formativas a respeito da construção de narrativas (mini histórias) como
um dos instrumentos para reflexão coletiva na perspectiva da Documentação
Pedagógica como abordagem para Educação Infantil.




&nbsp;

&nbsp;


Acolhimento: Café da manhã e vídeo
“Olhar de criança”


&nbsp;
&nbsp;

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Algumas considerações
teóricas:







-
EDWARDS Carolyn, GANDINI Lella, Forman George, “As cem linguagens da criança”
ARTMED, 1999 

-
FOCHI, Paulo, “Mas os bebês fazem o que no berçário, hein?”, Porto Alegre, 2013




1º
momento: Resgate
das concepções de criança, infâncias, perfil de Professor da Educação Infantil
e Currículo Integrador e resgate conceitual da abordagem por Documentação
Pedagógica.





&nbsp;

&nbsp;





Figura 2 – O processo
de documentação como um ciclo de investigação - EDWARDS e GANDINI, 1999







“Uma
vez que coletamos nossas observações, precisamos editá-las e
prepará-las antes que possamos compartilha-las, discuti-las e
interpretá-las. As anotações precisam ser cuidadosamente lidas e
organizadas, os registros precisam ser transcritos e as transcrições precisam
ser lidas e destacadas; As fotografias e os slides devem ser selecionados (em
parte) e colocados em sequencias flexíveis; As fitas de vídeo precisam
ser revistas para escolher os excertos que serão exibidos. Quando
executamos essas tarefas preparatórias, estamos começando a pensar no que
observamos e – entre outras experiências conscientizadoras- estamos percebendo
com maior clareza a nossa forma de nos relacionarmos com as crianças.”





EDWARDS e GANDINI, 1999










&nbsp;


"que documentamos
representa uma escolha, uma escolha entre muitas outras escolhas, uma

escolha
de que os próprios pedagogos estão participando (…) as descrições que fazemos e
as 

categorias que aplicamos assim como os entendimentos que usamos para extrair
sentido do que 

está acontecendo, estão imersos em convenções tácitas,
classificações e categorias. Em suma, nós 

co-construímos e co-produzimos a
documentação como sujeitos e participantes ativos. Nunca há 

uma única história
verdadeira. ( DAHLBERG, MOSS e PENCE, 2003)"






&nbsp;



2º momento: Elementos da
narrativa para construção de mini histórias:&nbsp;










 Tempo




 Espaço




 Personagens




 Narrador




 Enredo

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Deve constar:

&nbsp;




·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
Título


&nbsp;


·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
Introdução
(com quem aconteceu? Quando? Onde?)





·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
Trama
/ Clímax ( O que aconteceu? Como? Por que?)





·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
Desenlace
(Qual a consequência desse acontecimento?)

&nbsp;

Escolhas feitas por
Paulo Fochi para pesquisa:



&nbsp;





3º momento: Análise reflexiva de mini história do
Ateliê Carambola e de produções das unidades participantes do encontro
formativo. 





A partir do conceito de narrativas,
analisar os elementos da construção a seguir : Atelie Carambola

&nbsp;

Concentração e inteireza

&nbsp;




&nbsp;Giovanna, 3
anos e 10 meses, está erguendo e equilibrando uma construção.




É possível observar seus olhos fixos e
profundos, cheios de atenção e expectativa- no bloco que, cuidadosamente, vai
colocando sobre o antecessor. 




Quais são as hipóteses de equilíbrio?
Será que ficará estável, mesmo com um bloco a mais?






&nbsp;



&nbsp;

As hipóteses de equilíbrio de Giovanna se
confirmam; a construção cresce. 





Cresce tanto que Giovanna precisa
erguer-se sobre a cadeira para dar conta de seguir construindo, focada.




&nbsp;



Uma vez desfeita a primeira construção,
Giovanna concentra-se em refazer.





A repetição é importante, pois permite
aprender conceitos, testar novas teorias, confirmar hipóteses.

&nbsp;











Revista Caramboleira, 09/2016













4º
momento: Construção
de narrativa/ mini história a partir do vídeo “Conquista” e três imagens
selecionadas deste. Intervenções e apontamentos para reflexão sobre
“progettazione”.





 
 
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(…) escutar
duas explicações contrárias, porém igualmente razoáveis do “mesmo”
acontecimento (…). Nos leva a examinar como duas observações poderiam “ver”
suceder as mesmas coisas e sair relatos muito diferentes daquilo que aconteceu.
Nos desperta.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;

&nbsp;

Jerome Bruner




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