ABSTRACT
This chapter explains the power of pedagogic documentation as a means to make real children’s rights in the day-to-day pedagogic development, through the specific lens of Pedagogy-in-Participation. It shows that pedagogic documentation sustains and develops children’s and professionals’ narrative powers. Pedagogy is understood as a space of ambiguity and complexity. It results from convening beliefs, values and principles; from reflecting on practices; and from using knowledge and theories. Pedagogy-in-Participation is pedagogy of holistic and integrated nature focused on making real children’s rights in the day-to-day pedagogic development through the development of an educational intentionality that attunes children and educators’ participation in co-constructing learning journeys. It develops a participatory praxis for both children and educators. A systematic pedagogic documentation made available through the individual portfolios of each child’s learning journey, the exhibition on the walls, the educator’s professional portfolio, are means to discover the child’s curiosity in order to attune with her in the day-to-day pedagogic development.
