Early Childhood Education, teaching and babies: conceptions and practices under debate in Higher Education training

Abstract

In this article we present reflections on the creation of an optional subject in the Pedagogy course, also offered as an extension course focused on teaching for and with babies, in the context of a federal public university. Taking the categories of relationships, pedagogical gesture and attention education, the work shares principles adopted in the construction of the training path for baby teachers and higher education graduates. Bringing together initial and continuing training in the same space and time has been a relevant focus of the course discipline. Through the proposals and themes developed, teachers and other professionals who work in daycare create a space for sharing among themselves which, in turn, affects and mobilizes undergraduates in initial training, in a meeting that produces both sensitive dialogues and tensions. The relevance of this process has consisted in making dialogue a critical-reflexive proposal for teaching practice, as well as making the theory discussed alive and humanized, making this a path that has been configured as research-training in Higher Education, through the construction of shared meanings, translating into a responsible response to oneself and work with babies.