Ver chover: a Importância do estágio na educação infantil para a minha formação

Abstract

This paper presents the experience gained during the mandatory curricular internship in Early Childhood Education, carried out at a Municipal Center for Early Childhood Education (CMEI) in Natal, near UFRN. The objective is to discuss the learning outcomes and experiences developed throughout the internship, as well as to reflect on their relevance to initial teacher education in Pedagogy and future teaching practice. This experience report is grounded in bibliographic research, drawing on authors such as Delizoicov, Angotti, Paulo Freire, and Libâneo, and supported by documentary sources, including reports and teaching plans. The analysis focuses on the application of active methodologies, such as project-based learning and the Three Pedagogical Moments (3PM), emphasizing the integration of theory and practice. The intervention included participant observation, field diary entries, photographs, and playful-investigative activities, such as the “Clouds in a Jar” experiment, which addressed the water cycle through children's interests and hands-on scientific exploration. The internship highlighted the importance of flexible planning, active listening, and adapting to children's needs. The 3PM methodology proved effective in promoting Science learning among young children, encouraging participation and engagement. Another key takeaway was the importance of practicing emotional self-regulation techniques, such as diaphragmatic breathing, which contributed to classroom management. This experience reaffirmed the internship as an essential space for building a teaching identity, underlining the need for a critical, creative, and context-aware pedagogical approach. Despite structural challenges, it was possible to develop meaningful work, reaffirming the role of the educator as both a mediator of knowledge and an agent of educational transformation.