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.