<?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>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822024000100100</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2024.1.45705</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[A reflective approach to educational "design"]]></article-title>
<article-title xml:lang="pt"><![CDATA[Uma abordagem reflexiva para a projetualidade educativa]]></article-title>
<article-title xml:lang="es"><![CDATA[Un enfoque reflexivo de la proyectualidad educativa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mussini]]></surname>
<given-names><![CDATA[Ilaria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Verona  ]]></institution>
<addr-line><![CDATA[Verona ]]></addr-line>
<country>Italy</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<volume>47</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822024000100100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822024000100100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822024000100100&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The purpose of this article is to offer a comprehensive outline of the intents, processes and results of a research, training and experimentation project which involved educators, teachers, pedagogists and external trainers. This project resulted in a long process of redefinition of a "design approach to education within a network of municipality-run infant-toddlers centres and preschools located within the Province of Reggio Emilia (IT). If we conceive "progettazione" (design) as a research-oriented approach, as an educational and training process in which the aspects of "progettazione", action and evaluation constantly intertwine, "progettazione" turns into a strategy that sustains the collaborative construction of the knowledge of both adults and children together. Our experience was about acting out a projectural structure with the potential to generate change and characterised by systematic and recursive processes of observation, documentation, evaluation (interpretation) and feedback about the learning experience and the processes implemented therein. In particular, the processes of evaluation and self-evaluation utilised by the team, and deeply connected to the phases of reflection and meaning-building, provided room for the articulation of the strategies employed and for the levels of knowledge progressively acquired by the children. The intent of defining our design approach highlighted the necessity of recognizing the fundamental importance of some underlying structures of the pedagogical project, which constituted the starting point of our reflections: the educational context, the relation between families and educational institutions, the team group (made up of educators, teachers, auxiliary personnel, "atelierista" and pedagogical coordinator). In order to build new competences and new viewpoints, teachers slowly veered towards a different posture: that of a curious researcher who managed to elaborate the itineraries to knowledge and acquire a new awareness generated by common learning spaces thanks to continuous interchange between action and reflection in cooperation with one's colleagues.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O objetivo deste artigo é oferecer um esboço abrangente das intenções, dos processos e resultados de um projeto de pesquisa, formação e experimentação que envolveu educadores, professores, pedagogos e formadores externos. Esse projeto resultou num longo processo de redefinição de uma "abordagem projetual" para a educação dentro de uma rede de creches e pré-escolas municipais, localizadas na província de Reggio Emilia (IT). Se concebermos "progettazione" (projetual) como uma abordagem orientada para a investigação, como um processo educativo e formativo em que os aspectos de "progettazione", ação e avaliação se entrelaçam constantemente, "progettazione" transforma-se numa estratégia que sustenta a construção colaborativa entre o conhecimento de adultos e crianças juntos. Nossa experiência consistiu em encenar uma estrutura projetual com potencial para gerar mudanças caracterizada por processos sistemáticos e recursivos de observação, documentação, avaliação (interpretação) e feedback sobre a experiência de aprendizagem e os processos nela implementados. Em particular, os processos de avaliação e autoavaliação utilizados pela equipe, e profundamente ligados às fases de reflexão e construção de significados, abriram espaço para a articulação das estratégias empregadas e para os níveis de conhecimento adquiridos progressivamente pelas crianças. A intenção de definir a nossa abordagem projetual destacou a necessidade de reconhecer a importância fundamental de algumas estruturas subjacentes ao projeto pedagógico, que constituíram o ponto de partida das nossas reflexões: o contexto educativo, a relação entre famílias e instituições educativas, a equipe (formada por educadores, professores, auxiliares, atelierista e coordenador pedagógico). Para construir novas competências e novos pontos de vista, os professores foram lentamente mudando para uma postura diferente: a de um pesquisador curioso que conseguiu elaborar os itinerários para o conhecimento e adquirir uma nova consciência gerada pelos espaços comuns de aprendizagem graças ao intercâmbio contínuo entre ação e reflexão em cooperação com os colegas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El propósito de este artículo es ofrecer un esquema completo de las intenciones, procesos y resultados de un proyecto de investigación, formación y experimentación que involucró a educadores, profesores, pedagogos y formadores externos. Este proyecto resultó en un largo proceso de redefinición de un "enfoque de proyectual" de la educación dentro de una red de centros infantiles y preescolares administrados por municipios ubicados dentro de la provincia de Reggio Emilia (IT). Si concebimos la "progettazione" (proyectual) como un enfoque orientado a la investigación, como un proceso educativo y formativo en el que los aspectos de "progettazione", acción y evaluación se entrelazan constantemente, "progettazione" se convierte en una estrategia que sustenta la construcción colaborativa del conocimiento de adultos y niños juntos. Nuestra experiencia consistió en representar una estructura proyectual con potencial para generar cambios y caracterizada por procesos sistemáticos y recursivos de observación, documentación, evaluación (interpretación) y retroalimentación sobre la experiencia de aprendizaje y los procesos implementados en ella. En particular, los procesos de evaluación y autoevaluación utilizados por el equipo, y profundamente conectados con las fases de reflexión y construcción de significado, brindaron espacio para la articulación de las estrategias empleadas y de los niveles de conocimiento adquiridos progresivamente por los niños. La intención de definir nuestro enfoque proyectual destacó la necesidad de reconocer la importancia fundamental de algunas estructuras subyacentes del proyecto pedagógico, que constituyeron el punto de partida de nuestras reflexiones: el contexto educativo, la relación entre familias e instituciones educativas, el grupo de equipo (hecho (compuesto por educadores, docentes, personal auxiliar, atelierista y coordinador pedagógico). Para construir nuevas competencias y nuevos puntos de vista, los docentes lentamente viraron hacia una postura diferente: la de un investigador curioso que logró elaborar los itinerarios hacia el conocimiento y adquirir una nueva conciencia generada por los espacios comunes de aprendizaje gracias al intercambio continuo entre acción y reflexión en cooperación con los compañeros.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Design Approach]]></kwd>
<kwd lng="en"><![CDATA[Context]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Documentation]]></kwd>
<kwd lng="en"><![CDATA[Educational Research]]></kwd>
<kwd lng="en"><![CDATA[Learning Processes]]></kwd>
<kwd lng="pt"><![CDATA[abordagem projetual]]></kwd>
<kwd lng="pt"><![CDATA[contexto]]></kwd>
<kwd lng="pt"><![CDATA[documentação pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa educacional]]></kwd>
<kwd lng="pt"><![CDATA[processos de aprendizagem]]></kwd>
<kwd lng="es"><![CDATA[enfoque de proyectual]]></kwd>
<kwd lng="es"><![CDATA[contexto]]></kwd>
<kwd lng="es"><![CDATA[documentación pedagógica]]></kwd>
<kwd lng="es"><![CDATA[investigación educativa]]></kwd>
<kwd lng="es"><![CDATA[procesos de aprendizaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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