Internship in Early Childhood Education: becoming teachers through written-lived experiences

Abstract

This paper presents the results of research conducted during internship activities in Early Childhood Education as part of the Pedagogy degree program at the Federal University of Recôncavo da Bahia. Pedagogical documentation was adopted as the methodological approach and served as a tool for analyzing the narratives produced by the students based on their reflections on “being a teacher in Early Childhood Education” in dialogue with the concept of written-lived experience (escrevivência) coined by Conceição Evaristo. The aim is to analyze the connections established with the field of professional practice through the students’ lived experiences. The theoretical frameworks are articulated with counter-colonial studies of childhood. The results indicate that teacher education grounded in counter-colonial epistemologies can illuminate childhoods rendered invisible within institutional spaces of Early Childhood Education and contribute to a respectful, sensitive, and ethically committed teaching practice for young children.