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This study aimed to analyze the theoretical-practical contributions required from professionals/teachers who will work in early childhood education, investigating how initial training can prepare pedagogues to work in pedagogical practice at this level of education, in an innovative way that allows the reception of the production of knowledge. Given this context, a qualitative research approach was developed, emphasizing the theme that took into account the training of professionals who will work in early childhood education, covering everything from knowledge of the educational level, its legal and curricular aspects, public policies, in addition to from the vision of the internship discipline to relate the theory learned with the practice developed in the educational environment. It was possible to verify, after the study, the need for critical and reflective teacher training, contributing to teaching from a theoretical-practical perspective. [ABSTRACT FROM AUTHOR]

This article is a synthesis a final paper, linked to the scientific initiation, carried out in the pedagogy course. The intention of this article is to demonstrate the students' approach with the Sequential Art / Comics, in the sense to produce a significant learning of the Portuguese language content. The experience aimed to analyze the language of Sequential Art / Comics in Portuguese classes, providing the training of teachers to use this teaching tool in the school environment. Methodologically, we made use of a qualitative research, using the case study and participant observation. Thus, it was possible to infer about the language aspects of Sequential Art / Comics used in elementary school by teachers, in order to promote its use in the classroom. We proposed strategies for using the multiple languages found in Sequential Art. As a result, we could observe that there are flaws in the design and use of different resources in the classroom that arouse the interest of students; we observed, as well, that they can be stimulated through materials that do not require high investments, since they are available to everyone. We conclude that the encouragement to learn the language and its different functions — such as interpretation, reading habits and textual understanding —, are factors that need to be addressed more by teachers, from their professional training to their teaching practice. [ABSTRACT FROM AUTHOR]