ON THE “FLOOR” OF THE REMOTE SCHOOL:

when a university teacher wants to know what it is to be a pedagogue

Abstract

Recognizing the importance of theoretical and academically sustained reflection regarding teaching planning in Early Childhood Education, this article reports an internship experience of a university professor who returns to school reality. This return aimed at a complementary training and a second professional qualification, aimed at a “dive” in studies in the field of Pedagogy, in the guiding documents of national education, reflected by thinkers and authors who helped in the conceptual and pedagogical decisions made. If the act of planning a sequence of classes is a fundamental and ethical part of a teacher, reflecting on pedagogical practice constitutes a founding act in the definition with which I seek to identify myself, that is, a researcher teacher. The academic experience reported in this article concerns the mandatory internship in the Internship discipline in the Pedagogy course at the University of Caxias do Sul, carried out in a municipal school during the month of April 2021. Aiming at an analysis of the experience, sharing didactic paths and didactic-pedagogical options, this article presents itself as a reflective leap of a practice in the field of Pedagogy, materializing an old dream of treading the path of a second degree.