BETWEEN WORD AND LIFE: A READING ABOUT PEDAGOGICAL DOCUMENTATION AND NARRATIVE IN THE CONTEXT OF INCLUSIVE EARLY CHILDHOOD EDUCATION

Abstract

This text discusses the pedagogical documentation as a narrative journey, a peculiar form of reading the daily, sustain the meeting, being in relationship. From an experience in early childhood education, the empirical data analyzes part of a documentation, built with a child included, colleagues and family. Against the losses of severe degenerative health status was necessary to give words, pictures, gestures, visibilities and senses alert to pulsating life in the boy. This proposition was realized from the dialogue between the philosophy of Walter Benjamin, psychoanalysis, the right to education and the Italian pedagogy. The dairy wrote the school history of Marcelo as a possibility and not has been determined; was the teacher as a narrator, attentive to detail, the remains and silences. Think documentation as narrative throws us into a strange, uncertain and fascinating area. An invitation to reverse the look and think a logic that sees and tells the young child and his disability not as defaulting or awkward, but as strength, power and possibility.