Work with teachers in schools and daily contacts with children give rise to a deep reflection on the concept of quality of educational interaction and on the ideas of development and subject as presented by teachers, parents, psychologists. With reference to the paradigm of complexity and to infant research the Author presents another possible path for building a pedagogy of Presence. Its aim is to go beyond the creation of contexts focused on respect for children and the search for good contents for developing proper competence while leaving room to an educational process characterized by the "Presence to oneself". The Author’s assumption is that through Presence we make possible a co-construction of the educational relationship that puts teacher and child in a creative and evolving environment.
Keywords: Epistemology of Presence, pedagogy of Presence, co-construction, pedagogic documentation, creativity, development of a subject ego