Learning about the teaching profession in the narratives of the teaching internship in Early Childhood Education: observing, listening, and promoting children’s participation
Based on contributions from studies on the training of Early Childhood Education teachers, the article is the result of research that aims to discuss teaching learning in initial training through the analysis of required internship practices. The central argument is that the teaching internship is a...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Recursos: | Universidade Federal de Santa Maria (UFSM) |
| Repositorio: | Revista Educação (Santa Maria. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/88011 |
| Acesso em linha: | https://periodicos.ufsm.br/reveducacao/article/view/88011 |
| Access Level: | acceso abierto |
| Palavra-chave: | Educação Infantil Estágio curricular Aprendizagens docentes Early Childhood Education Required internship Teacher learning Educación Infantil Pasantía curricular Aprendizaje docente |
| Resumo: | Based on contributions from studies on the training of Early Childhood Education teachers, the article is the result of research that aims to discuss teaching learning in initial training through the analysis of required internship practices. The central argument is that the teaching internship is a research space in which there is learning related to the teaching profession, such as observing, listening, planning, and promoting children’s participation. The investigative materiality of the research consists of a sample of undergraduate thesis in the Undergraduate Program in Pedagogy Education, developed at the School of Education of the Federal University of Rio Grande do Sul (UFRGS), whose theme is teaching in the Early Childhood Education internship based on the proposition of ateliers. Methodologically, an analysis of the material content was conducted. Two analytical units were defined from examining the material: 1) observing and listening as principles of teaching with children and 2) the atelier as a planning modality and children's participation. The first analytical unit focuses on observing and listening to children as triggers for teaching pedagogical action. The second analytical unit focuses on the atelier as a planning proposal that allows children to participate. From the research, it is possible to infer the relevance of the internship in the professional constitution process by attributing meanings to the professional knowledge learned during the Undergraduate Program in Pedagogy Education, whose effect is the process of authorship in teaching. |
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