A HAPPY EARLY CHILHOOD TEACHER: THE IMAGINARY FOR EARLY CHILDHOOD EDUCATION STUDENTS

Abstract

The present article discusses the “imaginary of happiness” on the construction of the professional identity in early childhood teacher students. Social imaginaries constitute socially legitimized schemes of flows and interpretation of reality. A series of fourteen narratives of early childhood students dealing with the imaginary of their professional identity was analyzed. The analysis showed the concept of happiness as an idea transversal to different components of identity construction.

TEACHER TRAINING; EARLY CHILDHOOD EDUCATION; IDENTITY