ABSTRACT
Based on collaborative work done over more than a decade, this chapter elucidates what becomes possible for teacher education when artistic and pedagogical situations are designed and proposed at the intersection between pedagogista and atelierista work. To do so, the chapter outlines the orientations that guide such work when creating artistic situations that invite early childhood education students to think differently, less instrumentally, and more inventively about pedagogical and curricular processes with young children. The chapter highlights these orientations by tracing what emerged when creating situations and happenings between students, educators, young children, and charcoal.
