O Devir-Menor de Alice : sobre a aprendizagem da linguagem na educação infantil

Abstract

The writing lines that conform the Alice's Minor Delirium constituted itself from the need to investigate the child-becoming of the learners bodies in the language learning processes as a power capable to produce - in the immanence of educational meetings - a curriculum that works as a constitution plan for a singular inscription style of the self and the world in the early childhood education context. Driven by forces that unfold itself in a problematic field that guides an investigative course according to a cartographic style, the research raise the question: For which processes the writing problem may order an expressive language learning movement? Problem that conceived itself around three central questions: How the differentials language’s practices, drawn into the immanent movement of the curriculum, affects positively the language process learning in early childhood education? What is it the concept of language in expressive / affective learning? Why is it important to approach the expressive movement in the language learning? Why do this from the writing problem? The work argued that language learning involves processes of subjectivation, where the idea of delirium, dream and Alice's sleepwalking brings reading and writing processes to a necessary relationship with the translation concept. A reading that, instead read literally the actual, translates it with world's intensive forces, producing affects in the bodies involved (the reader, the writer, the text, the environment itself), making his power vary. Reading mode that involves an artistic translation performance of a collective assemblage of enunciation traced by lines of writing and life. Writing as invention: a self-world singular description, a desiring act of creation. Therefore, the work intend to defend that language learning happens as an expressive activity when a becoming-learner block composes and unfold itself in the creation of a style. To this end, it resort to some conceptual tools produced by Gilles Deleuze (1925-1995) and Félix Guattari (1930- 1992), Gilbert Simondon (1924-1989), Baruck Spinoza (1632-1677), SuelyRolnik (2006), Sandra Corazza (2013), Virginia Kastrup (1999) and Walter Kohan (2007), Sammy Lopes (2011). The work try to intervene specifically in the discussions around the concepts of Expressive Learning, Microcurriculum, Learner Body, language, Virtual time, Signs regimes, Happening, Desire becoming, Writing and Style. Following the concept of individuation it promote an intensive movements exploitation of resources cartographed in an educational meetings established with an Early Childhood Education Center in Vitória, ES, Brazil