In this article I present a narrative essay on how a professional development support community in Brazil has reinterpreted the notion of pedagogical documentation based on the way it plans and communicates children's learning and pedagogical day-to-day life. I begin by retrieving some ideas from the pedagogue Malaguzzi, Loris. [2001; 2017a; 2017b; 2017c] to highlight that the concept of pedagogical documentation is contemporary with the reconstruction of the praxeological knowledge developed within the municipal schools of Reggio Emilia. Furthermore, I differentiate between the verb "to document," the noun "documentation" and the concept of "pedagogical documentation." Finally, I present the notion of context planning, session planning and diffuse communication cycle developed at the Observatory of Childhood Culture -- OBECI to exemplify reflective, investigative, projectual and narrative strategies on children's learning and pedagogical day-to-day life.