Research-formation with mini-stories in early childhood education

Abstract

The work discusses actions with mini-stories in the pedagogical routine from the perspective of empirical situations and narratives of early childhood education teachers. It is about investigating, from the analysis of some experiences proposed through an extension course, how it is possible to sustain a formative process mediated by mini-stories. The text reports some experiences developed between 2017 and 2020 focused on practices with mini-stories in early childhood education. It discusses, through research-formation, the sensitive field of pedagogical action, to contextualize the practices of mini-stories in the creation of ethical, aesthetic and formative records. The mini-stories are configured as ways of doing, seeing, being and narrating children’s daily lives, in addition to serving as pedagogical documentation, based on the sensitive experience of learning with children. The construction of pedagogical relationships through mini-stories, based on references and contradictions in times of pandemic, made human development emerge with values and experiences typical of childhood culture. The results of the joint evaluation of the proposals highlight the lack of knowledge of this form of communication in early childhood education, combining the unprecedented feasible.

Mini-stories; Childhood education; Research-formation; Documentation; Experiences