CHILDHOOD MEMORIES AND THE MEANING OF BEING A TEACHER AND RESEARCHER IN EARLY CHILDHOOD EDUCATION

Abstract

This article is an extension of a master's research project aimed at understanding children's perceptions of early childhood education schools, highlighting their perspectives on the educational practices developed in these spaces. It proposes a reflection on childhood memories and their impact on the meaning of being a teacher and researcher in early childhood education. Its methodological foundation is based on the principles of the formation memorial (Passeggi, 2010). The study emphasizes the importance of understanding childhood as a historical, cultural, and social construct, moving beyond a strictly biological perspective. It highlights the diversity of childhoods throughout history and across different cultural contexts, underlining the influence of daily interactions with adults on children’s development. Moreover, the article stresses the need for a multidisciplinary approach in childhood research, moving away from pathological and hygienist views and seeking a more holistic and contextualized understanding of child development. This autobiographical account not only reveals the author’s personal and professional history but also underscores the importance of affection, lived experiences, and a commitment to education in shaping an educator who is sensitive and committed to the needs of childhood and the society in which they operate.