Dar a ver o invisível: portfólios que narram as experiências dos bebês e das crianças bem pequenas

Abstract

This thesis investigates the potential of the portfolio as an instrument for documentation and mediation of pedagogical practices in nursery schools. Recognizing early childhood as a period of intense cultural production, the study addresses the complexity of capturing and attributing meaning to the ephemeral and playful experiences of infants and toddlers (zero to three years and eleven months), which frequently do not result in tangible material products. Thus, the main objective is to determine how the teacher can create portfolios that record these experiences in a sensitive and ethical manner. The research adopts a qualitative, bibliographic approach based on the analysis of normative documents and works by authors who discuss the pedagogy of listening and documentation. The findings demonstrate that documentation requires the teacher to possess an ethical and aesthetic competence characterized by reflective curation, making the portfolio an ideal tool for giving visibility to the child’s voice. It is concluded that the portfolio is a communication resource that strengthens the partnership between the nursery school and the family, thereby overcoming the assistive view of the institution.