Farias, Marnilde Silva deNascimento, Renata Aparecida Oliveira do2026-08-132026-08-132026https://repositorio.ifrr.edu.br/handle/123456789/371This article is an experience report on teaching practice with early childhood children in institutional care, at the Institutional Care Service for Children and Adolescents (SAICA), in the city of Boa Vista, Roraima, Brazil. The experience stems from the author's work as a teacher in this environment for more than two years and aims to report how the presence of a properly qualified teacher contributes to the emotional reconstruction, sense of belonging and integral development of children who have experienced affective ruptures and social vulnerability. The actions developed involved pedagogical practices focused on reading, writing and vocabular expansion, through symbolic play, educational games, artistic activities and protected listening,in line with the fields of experience established by the Brazilian National Common Curricular Base (BNCC). The observed results indicate considerable progress in reading, writing and vocabulary expansion, as well as in strengthening the bonds, belonging and subjective expression of the sheltered children, highlighting the need for specific teacher training to work in this space of care and transformation.pt-BRPrimeira infânciaAcolhimento institucionalEducação não formaltcc_graduacaoLINGUISTICA, LETRAS E ARTES::LETRAS::LITERATURA BRASILEIRACIENCIAS HUMANAS::EDUCACAOCIENCIAS SOCIAIS APLICADASCIENCIAS HUMANAS::FILOSOFIACIENCIAS SOCIAIS APLICADAS::SERVICO SOCIAL::SERVICO SOCIAL APLICADO::SERVICO SOCIAL DA EDUCACAOCIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::ANTROPOLOGIA EDUCACIONAL