Teachers' records: Memories and reflections over educational practice in early childhood

Abstract

DOI: http://dx.doi.org/10.14244/198271991020

This article refers to an ongoing master’s degree research that provides reflections on records elaborated by teachers who work in early childhood education in eastern municipal network of Campinas city (Sao Paulo, Brazil). The focus is on the reasons that led to the production of records and for whom they are addressed to. For this, the article takes into consideration the way in which professionals perceive their daily lives and their practices, through observations and through the episodes that are selected or not for the records they elaborate (in the form of images, photos, films, notes, children's productions) and possible considerations that arise from this act. The goal is to verify if the need and importance of teachers’ records refer to a consisting part of their daily practices. The research on teaching practice relies on a qualitative methodology that considers the data collection questionnaire as technique to map the existing practices, with subsequent individual interviews with a smaller sample of research subjects that allow to lean over the data and also to analyze the reasoning processes involved when one’s thinking about what teachers do. To refine the questionnaire, eight teachers from other parts of the city volunteered to answer the questions, and the results are outlined in this article as an important part of this data collection tool reconstruction.

Key-words: Records, Documentation, Childhood education, Teaching practice.