Devir-selvagem da criança na educação infantil : um currículo entre voos e pousos da Mariposa

Abstract

This thesis investigates the early stages of childhood, problematized as a creation movement that, in a primary curriculum context, has the power to invent new ways to learn, different of those that standard educational institutions tend to prioritize during the educational process. The objective of the research carried out to the construction of this thesis was to build a childhood cartography through gesture, glances, sayings, experimentations and discoveries infants do on a daily basis when in a “wild-becoming” state. It is a becoming that sets in motion the experience, novelty, unusual, unthinkable experiences, and other ways to learn arise from experiences with the unknown in the curriculum. Through cartography of those other ways to learn, this thesis presents possibilities of living a primary curriculum as a backyard, a territory open to experimentation, to the movement that allow infants to live away from standard World view. It explores the comprehension of backyard as in Manoel de Barros’ poetry, to think in a primary curriculum as territory where childhood motion is always present, providing creation, invention and assertion to life. All cartography hereby presented stablishes a connection with poet Manoel de Barros, forming a parallel between his poetry and a way to think of childhood – exploring new ways to talk about it – connected with the curriculum, starting from what was considered negligible in daily school. It recurs as well to the Philosophy of Difference of Gilles Deleuze to conduct this connection. Cartographic research was carried out in a public educational institute in the city of Belo Horizonte with a class of 5 years old children. The general argument developed in this thesis is that children in a wild-becoming state experience childhood motion in a backyard-curriculum, inventing other ways to learn, constructed in unusual ways during their school days, transforming the backyard in place to experimentation and creation. Therefore this thesis shows that the child-becoming state provokesslot/gap in the ways of being a child, creating moments In that children experience other ways of life that constructs themselves through self-assertion. It also shows a joke that begins at that moment when something incites curiosity, which causes the amazement of being in front of the unknown, providing adventures that break the world in the backyard curriculum. Finally the thesis shows interventions / experiments of children who with certain “expression traits” produce in the backyard curriculum a life-affirming (po)ethic.