From registration to pedagogical documentation: teaching possibilities and necessities

Abstract

This article aims to outline a theoretical debate about evaluative practices in Early Childhood Education. For this purpose, it presents a detailed exposition of the dictates from Pedagogical Documentation in Early Childhood Education and the way it unfolds itself, with a view of listening to the child on its multiple languages. We allocate the double meaning of Pedagogical Documentation, namely that of evaluation in Early Childhood Education, as we see the possibility of listening to children and guaranteeing their rights through different resources that capture their voices and their looks, and the bias teacher education, since the teacher does not only carry out pedagogical documentation, but also uses it to reflect on his own practices. To this end, the assessment theme in the field of Early Childhood Education is assessed and the way in which it has been approached by different researchers enrolled within it, as well as, we present the teacher training course formulated and taught by the authors, giving visibility to the way in which changing practices and transforming routines become relevant to the process of teaching and learning through experiences and the fact that children have different and many languages ​​to express themselves.