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This paper describes an experience of a Pedagogical Residence Program in Early Childhood Education conceived and carried out at a public university in the State of Sao Paulo. The purpose of this study is to contextualize in detail the immersion of residents in the schools of children's education, taking as elements of analysis the concerns, observations and reflections recorded in fieldwork notebook referring to the years 2015, 2016 and 2017. The analysis are made based on the issues of greater concern reported by the students in the daily process of internship and are on the themes: space organization; routine; school management; school-family relationship; the contact with writing skills and diversity in school. It is concluded that such experience can be understood as a way of breaking the dichotomy between theory and practice, presenting itself as a place for many voices in dialogues related to school culture and teacher training with a view to an educational praxis that can be traced in the children's public school.

Residência pedagógica em Educação Infantil: uma experiência em formação de professores.