Tecnologias digitais e a documentação pedagógica: perspectivas e desafios do e-portfólio na escola municipal de educação infantil Estevam Carraro – Erechim/RS

Abstract

This research was developed in the Professional Master's program in Education at the Federal University of Southern Border – Erechim Campus, linked to Research Line 1: Pedagogical Processes, Policies and Educational Management. The study focuses on pedagogical documentation in Early Childhood Education, emphasizing the construction of the e-portfolio as an evaluative instrument. The investigation was conducted in a school of the Municipal Public Network of Erechim/RS, involving early childhood educators in a process of continued formation. The methodological approach adopted was exploratory, using Focus Groups as data collection instruments, alongside a Field Diary and questionnaires, with the aim of understanding teachers' conceptions regarding the use of the e-portfolio, their doubts, challenges, and possibilities in its construction. The theoretical foundation is anchored in authors who discuss early childhood pedagogy, such as Loris Malaguzzi, Paulo Fochi, Sonia Kramer, and scholars of the Reggio Emilia approach, as well as authors who address pedagogical documentation as a reflective and communicative practice. In the field of educational technologies, the research engages with authors such as Moran (2013), Kenski (2012), and Valente (2002), who discuss the use of digital media in the pedagogical context. The use of Google Sites, a free platform from Google Workspace for Education, has proven to be viable and accessible, allowing teachers to create personalized digital portfolios, incorporating texts, images, videos, and children's records. The links generated when publishing the portfolios allowed for sharing with families, enhancing communication and involvement in the school community. The data analysis was carried out based on the content categories proposed by Bardin (2016), revealing that the digital portfolio, when constructed with intention, promotes a formative, sensitive, and individualized assessment. The teachers participating in the research demonstrated active involvement in the construction of the e-portfolios, reflecting on their practices and reorganizing the records based on the experiences lived by the children. The educational coordinator played a key role as a facilitator of training and a mediator of reflective processes. It is concluded that the digital portfolio should not be understood as a simple collection of activities, but as a space for listening, reflection, and meaning-making, aligned with the school's educational project and the multiple languages of childhood.