<p>This paper examines pedagogical documentation in early childhood education as a strategy for teacher formation and professional development. Drawing on Paulo Freire’s work, it explores how documentation can foster critical self-reflection and professional identity development. The study presents a professional development project during which teachers used documentation to encourage and engage in epistemological curiosity about their practices. It critiques standardized assessment approaches while advocating for documentation processes that encourage dialogical reflection on teaching, learning, and identity. Incorporating Freire’s concepts of limit-situations and limit-acts, the paper argues that when teachers document their experiences, they participate in metacognition, self-discovery, and pedagogical development. The paper calls for a conceptualization of pedagogical documentation as a practice in teacher formation that emphasizes both personal and professional growth. A conceptual framework for this dynamic, empowering approach to teacher formation is presented.</p>