Currículos, histórias em quadrinhos e infâncias: movimentos aprendentes que dão língua aos afetos que pedem passagem

Abstract

The research aims to map the intersections and forces that inhabit the school, affirming the strength of the encounter between curricula, comics, and childhoods, enhancing learning movements that open up other possibilities for thinking about education. We present as a problematic field: what effects does the encounter of children with comics produce, instigating movements of thought, learning movements, and inventive movements "giving voice to the affections that seek passage"? In what way do comics summon children to fabulation, provoking other curricula in inventive learning movements? As a research methodology, we use cartography, following two 4th-grade classes in a public municipal school, mapping the encounters of children with signs, fabulations, intensities, inventions, and experiments. We argue that the encounter with comics can force thinking into different processes of creating learning-teaching, in inventive movements that fabulate other curricula, other teachings, other aesthetics, other possible ways of life. In conclusion, we point out that the encounter with comics can: summon children to fabulation, instigating conversations, inquiries, and the creation of other worlds; and enhance curricula and teachings in learning movements, displacing their meanings, significances, and resignifications, affirming life in its potency.