This Course Conclusion Work aims to address the training trajectory and pedagogical practices developed throughout the Pedagogy course offered by the Federal University of Amazonas-UFAM, in the municipality of Jurua-Am, focusing on internships carried out in early childhood education, years initial education and management, which were carried out at the Nossa Senhora de Nazaré municipal school, in a rural area of the municipality. The study, guided by reflective and critical aspects, seeks to relate the theories learned in academic training, focusing on experiences in the educational context, highlighting the skills acquired and the challenges faced. The first stage, carried out in early childhood education, enabled participation and observation in direct action in the integral development of children, considering cognitive, social and effective aspects. Emphasizing the importance of a pedagogical practice that respects children's particularities and promotes an inclusive and playful learning environment. In the second stage of the initial years of elementary school, it contributed to the improvement of education strategies aimed at literacy and literacy. Based on the activities carried out, reflect on the role of the educator in building knowledge and encouraging students' critical thinking. In the third stage of education and management , the focus was to investigate the administrative and pedagogical functioning of the school. At this stage, it was essential to understand the importance of democratic and participatory management, as well as the role of leadership in promoting an educational environment, which seeks to value the continuous training of professionals and the participation of the school community. And finally, the descriptive memorial that presents the author's personal and academic trajectory, highlighting the transformation of my professional identity and the contributions that the Pedagogy course brought to my work as a pedagogue. Highlighting the challenges overcome and the achievements achieved during the course period, highlighting the importance of theoretical and practical training in the syntax of pedagogical practice that is based on awareness.
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