Culturas infantis e a documentação pedagógica: saberes culturais regionais das crianças da Amazônia amapaense

Abstract

The present study centered in the educational researchers field, discuss the pedagogical documentation in the early childhood education regarding the regional cultural knowledge of the children of Amapá. In this sense, it fits within the conception of the child as participative and active subject in the educational context, combined with the perspective of pedagogy-in-participation which involves the pedagogical documentation. Therefore, it was intended to investigate and understand: does the pedagogical documentation related to the regional cultural knowledge of the children from the region allows the children culture development? Thus, the research has as general objective analyze, through the pedagogical documentation, the regional cultural knowledge of the children of Amapá and its relation with the children culture development. And specifically, identify the type of pedagogical documentation done by the children through the register of regional cultural knowledge that contribute to child culture development. Investigate how the children experience the regional cultural knowledge through the pedagogical documentation considering the possibility of development of the childhood culture in the classroom's daily life. To understand how Early Childhood Education teachers register pedagogical documentation in multiple languages, mainly referring to children's regional cultural knowledge; and to reflect on children's cultures and cultural knowledge in early childhood education; and lastly to reflect on the conception of children and pedagogy-in-participation as a possibility for the development of a democratic early childhood education that respects children's knowledge and cultures. The methodology was based on the qualitative paradigm with the use of educational ethnography carried out based on field research at an Early Childhood Education Center (CEI) in Santana city, Amapá. The subjects of the research were children (5 years old) from a class in the second period and the teacher. Data analysis was carried out by content analysis. The ethical principles of the research were respected. Thus, the data shows that the pedagogical documentation referring to the regional cultural knowledge of children in the Amapaense Amazon enables the development of children's cultures and the experience of the regional cultural knowledge in multiple languages, and shows that the teacher corroborates with the pedagogy-in-participation and having the child as central figure. A point to highlight in the results analysis is how much the children's culture can have space in the school culture since it allows the mediation in the process of construction of the activities in sharing with the teacher in class. Children are eager to express the culture lived in multiple languages.