This essay is intended to prompt reflection on the relationships between early childhood, the education of young children, and nature through a narrative dialogue. Based on the Benjaminian perspective of children's culture, it thinks about the child's action in the educational context. For this, it draws on the educational experience and its reflection, in order to understand it. It is inspired by studies about narrative inquiries (CONTRERAS, 2017) as a possibility of thinking about educational relations with the use of photographs (VIEIRA, 2016), and proposes a research methodology with narrative memories and visual narratives (COUTINHO, 2010) for the production of data to be analyzed. It is noted, for the reflexive possibility of the narrativity of memory and photography, that looking at fragments of experience offers as a possibility, beyond interpretation, thinking of the place of the subjects in the relations that arise from their interactions with the environment and with themselves.