Resumo

HASHIMOTO, Cecilia Iacoponi. SILENCED VOICES. Constr. psicopedag. [online]. 2025, vol.35, n.37, e04.  Epub 08-Set-2025. ISSN 1415-6954.  https://doi.org/10.37388/cp2025/v35n37a04.

This article presents a teaching experience report developed within the course Human Development: From Birth to Adulthood, offered by the Department of Education at a university in the state of Illinois, United States, and taught by the author since 2022. In the Spring semester of 2024, the course enrolled 40 undergraduate students preparing for careers in education. The pedagogical approach aimed to integrate theoretical foundations of human development with students’ personal and professional experiences, encouraging reflection on different life stages and their implications for teacher identity. The course sought to move beyond conceptual learning by fostering an understanding of development as a central axis for both personal awareness and professional practice. Activities included interactive lectures, group discussions, the use of creative materials (such as collages, models, and symbolic representations), and a final autobiographical assignment in which students were asked to relate their life stories to at least two key concepts studied throughout the semester. The results highlight the potential of human development theory as a tool for self-knowledge, re-signification of personal experiences, and preparation for reflective and empathetic teaching practice. The experience also underscored the importance of creating educational spaces where students’ voices are acknowledged as essential components of the learning process.

Palavras-chave : Human Development; Teacher Education; Identity; Self-Knowledge; Developmental Theories.

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