Projeto Especial de Ação (PEA) e formação docente: práticas educomunicativas na construção da documentação pedagógica na educação infantil

• Ano de defesa: 2025
• Autor(a) principal: Mezzenga, Adriana Lucia Pavan
• Orientador(a): Lauriti, Nádia Conceição
• Banca de defesa: Lauriti, Nádia Conceição , https://orcid.org/0000-0002-7354-2914 , Roggero, Rosemary , Silva, Marta Regina Paulo da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Gestão e Práticas Educacionais
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: educação infantil; documentação pedagógica; Projeto Especial de Ação (PEA); educomunicação
• Palavras-chave em Inglês: early childhood education; pedagogical documentation; Special Action Project (PEA); educommunication
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/3816

This research focused on the principles of Educommunication as a central axis for the construction and qualification of pedagogical documentation for Early Childhood Education teachers. Based on this object, the concern that motivated and guided the research was: how do educommunicative actions, present in the training space of the Special Action Project (PEA), contribute to the construction and qualification of pedagogical documentation in Early Childhood Education? The general objective was to understand how educommunication actions, present in the training space, contribute to the construction and qualification of pedagogical documentation in Early Childhood Education. The specific objectives were: to verify how communicative interactions between teachers and the pedagogical coordinator influence the processes of recording and documenting pedagogical practices; to identify the formative potential of the PEA as an environment that promotes collaborative and reflective practices anchored in Educommunication, according to the participants' perceptions. The research hypothesis is that the educommunicative actions present in the training environment are actions that can contribute to the process of constructing and qualifying pedagogical documentation. The research universe was a public Early Childhood Education unit in the metropolitan region of São Paulo. This is a qualitative approach, and the data production instruments were: observation of the Special Action Project (PEA) study group, analysis of the teachers' logbook and the children's learning reports, and semi-structured interviews with the five participants. We listed two categories for analysis: Educommunication and the qualification and construction of pedagogical documentation; and the formative possibilities in the Special Action Project, based on educommunicative actions. As a theoretical reference, the research was based on: Ismar de Oliveira Soares, Nádia Conceição Lauriti, and Paulo Freire (on the concepts of educommunication); Carlina Rinaldi, Célestin Freinet, and Madalena Freire (on critical pedagogy); as well as the documents City Curriculum – Early Childhood Education, Integrative Curriculum for Children in São Paulo, and Normative Guidance for Records in Early Childhood Education. The results obtained revealed that the educommunication actions present in the Special Action Project (PEA) contributed to the construction and qualification of pedagogical documentation. These actions also led to the beginning of a process of transformation of teaching practices that enhanced the exercise of listening and observing children's investigations, in order to consider them in the redirection of planning. In this sense, the Special Action Project proved to be a powerful space for the continuous in-service training of teachers. The educommunicative actions favored the participation of the group, in which horizontal communication prevailed, allowing the participants to engage in dialogue, exchanges, and the construction of collective knowledge.