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This paper focuses on the plural uses of pedagogical documentation, particularly the uses in the development of processes of Context-Based Participatory Professional Development for continuous professional development. It sits in the realm of participatory pedagogies, specifically the Pedagogy-in-Participation approach (Oliveira-Formosinho and Formosinho  2016 ). It is based on qualitative research (Denzin and Lincoln,  2005 ) developed through a case study (Stake  1995 ) of praxeological nature (Formosinho and Oliveira-Formosinho,  2012 ; Pascal and Bertram,  2012 ; Bradbury,  2015 ). The study gives evidence of the power of pedagogical documentation to foster pedagogical transformation that generates a rights-based praxis in early childhood education environments. This paper intends to be a contribution to the reflection on participatory professional development praxis and policies as a service for the reconstruction of daily praxis and continuous professional development modes and as such to create relational and collaborative learning environments with educators, children, and families.

The plural uses of pedagogical documentation in Pedagogy-in-Participation