The pedagogical documentation in the professional qualification of teachers researchers

Abstract

This article addresses the issue of pedagogical documentation and its interlocution with the teachers professional qualification, self-professional qualification and research of childhood teachers. With an exploratory character, we mapped the concepts that surround this theme, with emphasis on observation, registration and reflection and the way in which these concepts are reflected in the field of teachers professional qualification, based on theorization about continuing education and in context, the research in practice and the role of teacher-researchers in early childhood education. Crossed by the theme of pedagogical documentation, the text argues about how a group of studies and research favors the teachers professional qualification and their practices in context and on how pedagogical documentation has boosted research in early childhood education and on young children when understood as a methodological and listening instrument.