Inventories, collections, narratives as training devices in the teaching internship for Early Childhood Education

Abstract

The contact of professionals in training with their field of activity is seen as essential for learning a profession. In the case of teaching, if universities play a decisive and irreplaceable role in the training path of a beginner, the contribution of more experienced professionals is also undeniable. In this text, the internship is considered as one of the ways of approaching the territory of activity and the collective of professionals already engaged in the profession and, from this point, a proposal for a teaching internship for work in Early Childhood Education is discussed. In the discussion, the experience inventory is presented as a device that brings together collections and narratives of scenes observed in the daily life at daycare centers and preschools, documenting the journey. It is argued that, as a narrative-pedagogical artifact, the inventory intensifies the fabric of integrative syntheses about the experience of being in the field of action. In the intertwining of theory and practice that surround the theme of the internship, a set of inventories, produced by student-interns of the Pedagogy course at Universidade Federal Fluminense, is taken into analysis. The dialogue with textual and image narratives (collections) highlighted aspects that involve teaching practice in Early Childhood Education, such as the organization of space, interactions, and play. Learning to listen and to keep records, central to the reflection that configures and deepens teaching know-how, was also identified. Thus, the experience inventory proved to be a fertile training device within the scope of the teaching internship.