Editorial

Over the past two decades, pedagogical documentation has undergone a series of conceptual and interpretative transformations, shifting from a practice intimately tied to the pedagogical project of Reggio Emilia into a globally circulating and increasingly institutionalized practice that traverses policy frameworks, professional discourses, and academic research across diverse educational and cultural contexts.Paradoxically however, its acceptance works against the richness of its thinking.This paradox has allowed and facilitated documentation's implication in neoliberal logics of accountability, standardization, and developmental matrices, raising further concerns about the ways in which its critical and generative potentials may be foreclosed.The story of documentation cannot be told solely through its institutionalization or its instrumentalization, and less so through its ideological deracination and depoliticization.Alongside these developments, and in their many tensions and contradictions, inventive theorizations nonetheless continue to emerge.These invite us to think of documentation, not as mere representation, but as a living force generative of new pedagogical possibilities.They situate documentation within questions of politics, ethics, and ontology, pushing it to contest the descriptive and evaluative and toward the propositional and projective.