Experience reports, pedagogic documentation and professional learning: observing children and, with them, promoting significant pedagogic practices

Abstract

This paper aims to present an analysis based on narratives of internship experience, in which it is evident how pedagogical documentation is essential for supporting immediate pedagogical decisions and for the initial training of young educators, with a view to registering and documenting movements of (re)existence in Childhood Education, and this only makes sense if guided by clear educational and training purposes. Based on a theoretical foundation that makes explicit the relevance of narratives of practices, with a special emphasis on experience, critical sense and reflexivity, two reports are patented in which the interactions between the intern and the children as subjects are highlighted, which build their learning collaboratively and, at the same time, each in their own way, in an integrated perspective.