Abstract
This article aims to understand specificities of early childhood teacher education and the specificities of early childhood teaching. To this end, it reflects on the formative work of PIBID [Programa Institucional de Bolsas de Iniciação à Docência] Pedagogy/Early Childhood Education in a federal university in 2016 and 2017 by analyzing the records produced in the process and by dialoguing with the ideas of Mikhail Bakhtin for considering the alterity of education, as well as those of Maurice Tardif, Antonio Nóvoa and Maria do Céu Roldão, who emphasize the centrality of practice in teacher education and professionality. In this framework, the article discusses the challenges of teaching in early childhood education and particularly the construction of child-centered pedagogical practices.
EARLY CHILDHOOD EDUCATION; ALTERITY; TEACHER EDUCATION; PIBID