Currículo da educação infantil - campos de experiência, direitos e desejos de aprendizagem

Abstract

The article analyzes the possibilities of building a curriculum for day care centers and preschools which, according to the legal prerogatives of our country, must be organized by fields of experience. Supported by a theoretical framework that articulates studies in the field of curriculum produced at the interface with cultural studies in the post-structuralist perspective of analysis, with Walter Benjamin's critical theory of culture and with the pedagogies of childhood and early childhood education, the text deals with the real possibilities of building a curriculum based on the experiences of children. This enterprise is carried out from data generated through an ethnography produced in the dialogue with five-year-old children and their teacher in a Municipal Early Childhood Education Unit (UMEI), located in Belo Horizonte, Minas Gerais, Brazil. The field notebook notes allow us to understand that when organizing educational situations based on children's learning desires, the curriculum by fields of experience reveals the potential of boys and girls and, in the same way, highlights important constitutive dimensions of early childhood education teaching.