Narrativas visuais na educação infantil: reflexões sobre o uso da fotografia

Abstract

The evolution of photography, from a luxury reserved for the elite to its diverse use today, reflects its transformation as a significant tool in human history. This work investigates the role of photography in Childhood Education by exploring its ability to document and value children's interactions in the school context. To achieve this, we employed a qualitative research approach, grounded in a review of existing literature and documentary analysis, drawing on the works of authors such as Canabarro (2011), Sotang (2007), and Kossoy (2001). The study highlights how photography can capture authentic moments of children, especially in pre-verbal stages, providing a more comprehensive analysis of social interactions and learning processes. The research also discusses the influence of the teacher-photographer's intentions and the context in which images are produced, suggesting a critical and reflective approach to the pedagogical use of photography. Additionally, we examined the impact of social media on educational documentation, emphasizing the need for mindful curation to avoid superficiality and to promote an educational narrative as close to the lived experience as possible. The findings of this investigation indicate that photography, when used reflectively and consciously, can reveal essential aspects of child development and learning, enriching the educational process by offering a detailed and immediate view of children's experiences.