| Summary: | <p>This article aims at discussing the role and the results of classroom observation carried out in early childhood education in a private school in Paraná. We intend, initially, to define observation and the conceptions that prefigure this activity. Subsequently, we present the results of the observations in two instruments: a classroom diary and two classroom observation worksheets. Thus, these instruments give hints of the school routine aspects, the profile of the children, the teachers’ work as well as relevant characteristics of classroom. We realized that the observations guide the further planning of the researcher’s actions regarding the knowledge to teach as the construction of the didactic model of text genre and the didactic sequence as well as the knowledge for teaching in terms of the organization of teachers’ work in the classroom. Therefore, without observation, the teaching would become superficial and more susceptible to failures. Observation enables the teacher to perceive, to plan and, through new actions, transform and resignify the teaching practice.</p><p><strong>Keywords:</strong> observation, kindergarten, socio-discursive interactionism.</p>
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