<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2012000200008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A documentação pedagógica na abordagem italiana: apontamentos a partir de pesquisa bibliográfica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[Amanda Cristina Teagno Lopes]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Maria Isabel de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A08">
<institution><![CDATA[,USP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<volume>12</volume>
<numero>36</numero>
<fpage>447</fpage>
<lpage>464</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2012000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2012000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2012000200008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente artigo tem por objetivo ampliar a compreensão acerca do conceito de documentação pedagógica na abordagem italiana para a educação infantil. Apresenta dados coletados a partir de pesquisa bibliográfica realizada junto à Universidade de Bologna,Itália, com financiamento Capes - PDEE (Programa de Doutorado no Brasil com Estágio no Exterior), tendo como fonte livros e artigos de autores italianos não traduzidos para o português. A documentação, entendida como atividade de elaboração, comunicação, pesquisa e difusão de documentos (BISOGNO, 1980), pode representar elemento de qualificação da proposta pedagógica da Educação Infantil ao relacionar-se à reflexão sobre a prática e à formação contínua (BALSAMO, 2006; SACCHETTO, 2002), à construção de memória e identidade (PASQUALE, 2002), à visibilidade do projeto educativo da escola (SPECCHIA,2001), à comunicação (BENATI, 2005). Trata-se de uma ação sistemática e intencional(BENZONI, 2001) que implica a seleção de objeto, objetivos, interlocutores e modalidades de produção (PARODI, 2001); documenta-se para si mesmo, para as famílias, para e comas crianças. A documentação relaciona-se ao planejamento, à avaliação e à publicização do trabalho, e deve ser compreendida como elemento inerente à profissionalidade docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article aims to broaden the understanding about the concept of pedagogical documentation in the Italian approach to children education. It presents data collected from the literature research made at the University of Bologna, Italy, funded by Capes - PDEE(Doctoral Program in Brazil with Internship Abroad), having as sources books and articles of Italian authors which are not translated into Brazilian Portuguese. The documentation, ‘understood as an activity of preparation, communication, research and dissemination of documents’ (BISOGNO, 1980), may represent a qualification element of the pedagogical proposal of children education when it relates to the reflection on practice and continuous education (BALSAMO, 2006; SACCHETTO, 2002), to the construction of memory and identity(PASQUALE, 2002), to the visibility of the school’s educational project (SPECCHIA, 2001),to communication (BENATI, 2005). It is a systematic and intentional action (BENZONI,2001) that involves the selection of the object, objectives, interlocutors and production modalities (PARODI, 2001); it is documented for itself, for families, for and with children. The documentation relates to planning, evaluation and publicity of work, and it must be understood as an element inherent to the teaching profession.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Documentação Pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Abordagem Italiana]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Documentation]]></kwd>
<kwd lng="en"><![CDATA[Children Education]]></kwd>
<kwd lng="en"><![CDATA[Italian Approach]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>A documenta&ccedil;&atilde;o pedag&oacute;gica na  abordagem italiana: apontamentos a partir de pesquisa bibliogr&aacute;fica.</h2> <h3>Pedagogical documentation in the Italian approach: notations of  bibliographical research.</h3>     <p>&nbsp;</p> <h4>Amanda Cristina Teagno Lopes  Marques, Maria Isabel de Almeida    <br> </h4> </font>      ]]></body><back>
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</article>
