Becoming teacher under “Amparo” of the mother

Abstract

Early childhood education is an activity closely the initial period of birth. In this stage, there is a strong presence of motherhood. Our perspective aims to comprehend motherhood as a type of pedagogy, acknowledging the establishment of an educational relationship. In this article, we present a narrative inquiry whose main objective was to reveal the lessons learned in the mother-daughter relationship as part of becoming a teacher. We employed the narrative inquiry methodology, arranging multiple gatherings to spark research discussions. Through the stories of a beginning early childhood education teacher, we explored the process of learning about teaching under her mother's guidance, even though her mother is not a teacher herself. The participant shared stories that helped us visualize learning that extends beyond the process of becoming an educator. These stories also prompted questions about the learning process that arose from her relationship with her mother during her teacher training. Thus, this strong relationship, generated in childhood and sometimes invisible during training in our university classrooms, remains relevant.