Reflective stage in teacher education for children education
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Abstract
acts responsibly. In the search for the formation of the training processes, we proposed the following problem: how
to configure a theoretical-practical initial training in the supervised stage of Early Childhood Education, to act in
the pedagogical practice, enabling the production of knowledge? As a general objective, we analyze the theoretical-
practical contributions required of professionals who will work in early childhood education, investigating how
initial training can prepare them to work at this level of education, which allows the reception of knowledge
production. Methodologically, we involved in the qualitative research the students of the Pedagogy course who
attended the supervised internship for the elaboration of an internship proposal in an investigative perspective. We
concluded that the professional who will work in early childhood education needs to promote theoretical-practical
articulation for a meaningful performance. It is necessary to have a conscious look at their transforming role, as
well as the responsibility of this professional to work with children, as being the basis of the subject’
s education.
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