Abstract
This chapter presents a reflection on a social justice perspective in early childhood education and early childhood teacher education perceived in studies conducted by practitioners, administrators, teachers and teacher educators or experts in different parts of the world. The contemplation of these studies through a document analysis shows the presence of a trajectory that consists of three ‘momentos’ regardless of a historical time in which researchers: make sense of the social justice perspective in early childhood education; position this perspective in early childhood teacher education programs, course and/or curricula; and develop pedagogies and practices for early childhood education and teacher education.
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