Time and drama in the daily register and pedagogical documentation

Abstract

A disconcerting question, an enigmatic look, an uncomfortable silence, an unbridled mischief, an unexpected gesture, a speech that exposes the knowledge and the subject of the educational scene can become the starting point for composing a short narrative about what we do and what we suffer daily in the company of children in a preschool. From the link between the theoretical contributions from childhood pedagogies and literary and theatrical criticism, in this article, I seek to describe the three moments of the daily record and pedagogical documentation, indicating the possibility of narratively transfiguring the experience lived with children. I also argue that the transfiguration of the daily record into pedagogical documentation constitutes an ethical-political attitude, insofar as, by bringing to light the experience lived among the subjects of the educational scene, it exposes the principles of action embodied by the teacher in his/her pedagogical practice.