Shared teaching in Child Education: building counterpoints in dialogue with the narrative of an experience

Abstract

This article aims to bring elements of reflection about the importance of the partnership relationship between teacher and intern in sharing the teaching work done in the education of babies, building counterpoints from the narrative of an experience that was constituted in a university daycare center. Such aspects are present in the construction of four counterpoints, namely: the experience of shared teaching enhances the resignification of pedagogical work; the constitution of the male teacher in early childhood education strengthened in training by and with the other; the recognition of childhood as central to pedagogical work; and the meeting between peers as a space for possible dialogue in shared teaching. The study, of a narrative nature, invites us to re-signify practices based on dialectical relationships, which in turn are capable of generating transformations in different social actors.