SER PROFESSORA DE BEBÊS: PERSISTÊNCIAS E PERSPECTIVAS NA FORMAÇÃO INICIAL PARA A DOCÊNCIA

Being a teacher for babies involves appropriate knowledge in the theoretical-pedagogical relationship that shapes the process of professional identity formation. Thus, this article aims to analyze the continuities and perspectives in teaching practice with/for babies through an internship experience documented in a report. The methodology was theoretical-documentary, with the analysis focusing on an internship report as a research instrument, which allows for the examination of the formative movement of teachers in initial training and reveals the learning process for teaching. The compiled data were selected and organized into three categories of analysis: 1) Organization of space in teaching practice with babies; 2) Teaching actions in pedagogical practice with babies; and 3) The formative movement of the students and its implications for and in the constitution of teaching. A careful examination of the scientific writing of the internship report highlighted the persistences that still permeate pedagogical practices with babies and, concurrently, inspired possibilities to reflect on educational actions more conducive to learning and child development. We conclude that it is crucial to invest in initial training, with studies and immersion in professional practice through supervised curricular internships, as a means to equip teachers for the specificity of early childhood education. Moreover, the ongoing training of teachers needs to be an object of investment in a consistent, longitudinal and rigorous formative process, that dialogues with historical-cultural conception of early childhood education, childhood, and teaching aligned with the theoretical-practical framework already established in area.