<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582026000100097</article-id>
<article-id pub-id-type="doi">10.15359/ree.30-1.20156</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Co-construcción de identidades docentes en educación infantil: Narrativas compartidas de siete educadoras chilenas]]></article-title>
<article-title xml:lang="en"><![CDATA[Co-construction of teacher identities in early childhood education: shared narratives of seven chilean educators]]></article-title>
<article-title xml:lang="pt"><![CDATA[Co-construção de identidades docentes na educação infantil: narrativas compartilhadas de sete educadoras chilenas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Figueroa-Céspedes]]></surname>
<given-names><![CDATA[Ignacio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fica-Pinol]]></surname>
<given-names><![CDATA[Esteban]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Diego Portales  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Metropolitana de Ciencias de la Educación  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>30</volume>
<numero>1</numero>
<fpage>97</fpage>
<lpage>117</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582026000100097&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582026000100097&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582026000100097&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  La identidad profesional docente en educación infantil se configura en un entorno complejo, modelado por experiencias personales, contextos formativos y desafíos estructurales como la escolarización temprana, la feminización del campo y la falta de reconocimiento profesional.  Objetivo.  Analizar los aspectos clave que contribuyen a la construcción de la identidad profesional docente a lo largo de las trayectorias formativas de educadoras experimentadas.  Metodología.  Se utilizó una metodología cualitativa de enfoque narrativo y alcance interpretativo, con la participación de siete educadoras de párvulos chilenas. Se realizaron entrevistas biográficas y, posteriormente, dos sesiones de co-construcción, las cuales se analizaron mediante un análisis temático-narrativo.  Resultados.  Se identificaron cuatro dimensiones clave: (1) Experiencias identitarias tempranas; (2) La formación práctica como espacio de confirmación profesional; (3) Reconocimiento en disputa, escolarización y género; y (4) Conciencia profesional como herramienta de resistencia identitaria.  Conclusiones.  Para las participantes la identidad docente se configura en la intersección entre biografía, formación y reconocimiento social, en un campo atravesado por una triple desvalorización: subestimación del nivel educativo, deslegitimación de saberes pedagógicos del cuidado y baja valoración de una labor históricamente feminizada. Pese a ello, emergen formas de agencia y resistencia orientadas a la justicia y al reconocimiento, aportando criterios para fortalecer la formación práctica mediante dispositivos reflexivos y colaborativos en la formación inicial y continua.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  Professional teacher identity in early childhood education is shaped within a complex environment influenced by personal experiences, training contexts, and structural challenges such as early schoolification, the feminization of the field, and the lack of professional recognition.  Purpose.  This study analyzes the key factors contributing to the construction of professional identity throughout the training trajectories of experienced early childhood educators.  Methodology.  The study employed a qualitative research design with a narrative and interpretative approach, involving seven Chilean early childhood educators. Biographical interviews were conducted, followed by two co-construction sessions, which were analysed through thematic-narrative analysis.  Results.  Four key dimensions were identified: (1) Early identity experiences; (2) Practicum as a space for professional validation; (3) Recognition in dispute, schoolification, and gender; and (4) Professional awareness as a tool for identity resistance.  Conclusions.  For the participants, professional identity in early childhood education is configured at the intersection of biography, training, and social recognition, within a field shaped by a triple devaluation: underestimation of the educational level, delegitimization of pedagogical care knowledge, and low valuation of historically feminized work. Despite this, forms of agency and resistance oriented toward justice and recognition emerge, offering criteria for strengthening practicum experiences through reflective and collaborative methodologies in both initial and continuing teacher education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  A identidade profissional docente na educação infantil configura-se em um contexto complexo, moldado por experiências pessoais, contextos formativos e desafios estruturais como a escolarização precoce, a feminização do campo e o insuficiente reconhecimento profissional.  Objetivo.  Analisar os aspectos-chave que contribuem para a construção da identidade profissional ao longo das trajetórias formativas de educadoras experientes da educação infantil.  Metodologia.  Utilizou-se uma metodologia qualitativa de abordagem narrativa e alcance interpretativo, com a participação de sete educadoras chilenas da educação infantil. Foram realizadas entrevistas biográficas e, posteriormente, duas sessões de co-construção, analisadas por meio de análise temático-narrativa.  Resultados.  Foram identificadas quatro dimensões centrais: (1) experiências identitárias iniciais; (2) a formação prática como espaço de confirmação profissional; (3) reconhecimento em disputa, escolarização e gênero; e (4) consciência profissional como instrumento de resistência identitária.  Conclusões.  Para as participantes, a identidade docente na educação infantil configura-se na interseção entre biografia, formação e reconhecimento social, em um campo atravessado por uma tripla desvalorização: subestimação do nível educativo, deslegitimação dos saberes pedagógicos do cuidado e baixa valorização de um trabalho historicamente feminizado. Apesar disso, emergem formas de agência e resistência orientadas à justiça e ao reconhecimento, oferecendo critérios para fortalecer a formação prática por meio de metodologias reflexivas e colaborativas na formação inicial e continuada de professores.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Identidad docente]]></kwd>
<kwd lng="es"><![CDATA[educación infantil]]></kwd>
<kwd lng="es"><![CDATA[investigación narrativa]]></kwd>
<kwd lng="es"><![CDATA[co-construcción]]></kwd>
<kwd lng="es"><![CDATA[ODS 4]]></kwd>
<kwd lng="es"><![CDATA[educación de calidad]]></kwd>
<kwd lng="es"><![CDATA[calidad docente]]></kwd>
<kwd lng="es"><![CDATA[ODS 5]]></kwd>
<kwd lng="es"><![CDATA[igualdad de género]]></kwd>
<kwd lng="es"><![CDATA[discursos de género]]></kwd>
<kwd lng="en"><![CDATA[Teacher Identity]]></kwd>
<kwd lng="en"><![CDATA[early childhood education]]></kwd>
<kwd lng="en"><![CDATA[narrative research]]></kwd>
<kwd lng="en"><![CDATA[co-construction]]></kwd>
<kwd lng="en"><![CDATA[SDG 4]]></kwd>
<kwd lng="en"><![CDATA[quality education]]></kwd>
<kwd lng="en"><![CDATA[teacher quality]]></kwd>
<kwd lng="en"><![CDATA[SDG 5]]></kwd>
<kwd lng="en"><![CDATA[gender equality]]></kwd>
<kwd lng="en"><![CDATA[gender discourses]]></kwd>
<kwd lng="pt"><![CDATA[Identidade docente]]></kwd>
<kwd lng="pt"><![CDATA[educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa narrativa]]></kwd>
<kwd lng="pt"><![CDATA[co-construção]]></kwd>
<kwd lng="pt"><![CDATA[ODS 4]]></kwd>
<kwd lng="pt"><![CDATA[educação de qualidade]]></kwd>
<kwd lng="pt"><![CDATA[qualidade docente]]></kwd>
<kwd lng="pt"><![CDATA[ODS 5]]></kwd>
<kwd lng="pt"><![CDATA[igualdade de gênero]]></kwd>
<kwd lng="pt"><![CDATA[discursos de gênero]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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