Narrative records in the teaching practicum: the other-oriented role of references and citations

ABSTRACT Framed within discussions on internship supervision practices in teacher education programs, this study aims to interpret pedagogy students’ discursive construction of written narratives of their experiences in elementary education schools, with an emphasis on the use of citations and references. Firstly, this text presents the foundations and principles that justify the use of school-based narratives as a training tool and describes the work conducted with groups enrolled in the Supervised Internship in Brazilian Early Years of Elementary Education at a public university in São Paulo. Subsequently, from a dialogical perspective on language, it analyzes the narrative productions of two students who completed the teaching practicum during the COVID-19 pandemic context. The study highlights the other-oriented role of references and citations in the texts of pre-service teachers, emphasizing how these resources foster deeper engagement with reflections related to their school experiences. It concludes by underscoring the importance of spaces for dialogue and production of meanings that provide a broader consideration of the complexities of teaching.