How do we tell what we do? We can move from the traditional pedagogical report to records that recover the complexity of what happens in the classroom

This article examines the experience of kindergarten teachers from a public institution in the Autonomous City of Buenos Aires. The virtual workshop space, "How do we tell what we do?" was coordinated by a research team consisting of psychologists from the University of Buenos Aires. The workshop was attended by two teaching teams from the institution's 3rd-grade classrooms. The collaborative effort was made feasible by aligning the goals of the research project with the institution's needs to address what they referred to as "the problem of writing pedagogical reports." Initially, challenging the conventional written report seemed daunting. There was a significant disparity between the information they conveyed and what we were aware of from the teachers' descriptions of classroom activities. During the workshops, the teachers aimed to redefine their teaching methods and establish better connections with families. They used play and artistic expression to encourage reflection and communication. This led to a new approach to documenting learning processes in the classrooms through "reports/booklets." This approach emphasized the role of play in learning, incorporated the voices of children and their families, and updated the institution's educational ideology through art.