METAMORFOSES CURRICULARES NA EDUCAÇÃO INFANTIL: DA APROPRIAÇÃO DO PRESCRITO AO CURRÍCULO RIZOMÁTICO

• Autor(a) principal: Melo, Carlos Pereira de
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/14735
• topic: Educação; Metamorfoses; conversações; currículos; invenções; educação infantil; subject.br-rjbn

This dissertation is an invitation to talk about the meetings established during trips in the territory of Early Childhood Education. Without inaugurating dualisms between the prescribed curriculum and curricula managed in the daily school of Early Childhood Education, we sought to highlight the invented connections, the lines of resistance created in a composition plan to constitute rhizomatic movements and deterritorializations in / from the territory of an Education Center Of the Municipality of Serra-ES. In view of the National Common Curricular Base (BNCC) as a document that seeks to control the actions of teachers and children, the objective, in this territory, was to analyze the ways in which teachers and children invent knowledge, managing other ways of inventing curricular experiences. with respect to difference, multiplicity and diverse educational experiments with a view to inventing curricula in \ the networks of daily conversations in Early Childhood Education. As a theoretical-methodological approach, the lines of thought woven at the intersection of research with education, childhood and curriculum in school daily life were used, based on the conversation networks of Carvalho (2009), the philosophy of difference and cartography based on Deleuze , Guattari, Parnet and Kastrup and many other authors to think about life and the production of knowledge in this stage of Basic Education. Cartography is used as a methodological way to look at the metamorphosing movements that take place in the middle of the Early Childhood territory, to break with the fixed, moved by the life lines that are composed and decomposed, contributing to the emergence of the multiple possibilities of a curriculum that moves as life progresses in the school environment. For this, he immersed himself in the children's territory with the field diary and the camera with the desire to register the intensive forces of children and teachers who do not accept a reality that is not the one created by them. Children and teachers invent worlds and make the world that appears as real disappear, transforming it into others, de-realizing the curricular world that is given in the prescribed curriculum.