Documentación Pedagógica como exploración de sentido:: historias de niños y niñas en entornos naturales

Abstract

The experiences described in this article are a subsequent outcome of the research project: “Study on games and metaphorical thinking in childhood. Pedagogical-didactic and clinical referrals” that was carried out at the National University of Villa María, Argentina. The pedagogical documentation of two narrative stories was carried out in natural environments with children of 3 and 4 years of age, and the data was collected through photographic recording. The purpose is to understand and narrate situations that show the potential of girls and boys to know the natural world and interpret it from situations of collective and individual exploration, cooperative agreements between pairs, role plays in the small group, or the “as if” game, in situations of spontaneous activity of boys and girls in dialogue with nature as an opportunity to express their symbolic imaginary.

The article constitutes a narrative and hermeneutical reconstruction of two stories of boys and girls in interaction with the natural and social environment that allow to reveal the symbolic imaginaries, representations, previous knowledge, and the intervention that they make on reality to apprehend it. The pedagogical documentation carried out is the result of a process of deep understanding of the pedagogical work of educators and of knowledge about the ways in which children learn and relate to the natural environment.