Poéticas de infâncias: fabulações de crianças em currículosexperiências

Abstract

This is a thesis composition that presents itself as a possibility of thinking with childhoods, with children, with the signs of art in the experimentation of curricula that are strengthened in the movements of thoughts in a research-experience. The poetic and image-based productions of children are an invitation to think about a becoming-child that enters and plays in other spaces times in the sensitive making of curricular experiences. Children invent ways to escape attempts to control their bodies. Bodies that affect each other, that sensitize other bodies in the provocative encounter of thought, producing becomings in intensive movements. To this end, the research was developed with children in the initial years of elementary school in a public school in Aracruz, where the methodology of cartography was used. To record this research, children produced images, poetics, poetic paintings, thoughts and speeches, in childhood experiments with thought and artistic signs (literature and painting), creating aesthetic ways of life in the compositions of curricula and, thus, making other possibilities for the school emerge. Therefore, the thesis is defended that the encounter between the signs of art and the experience of thought enhances the curricula in children's fabrications, affirming inventive learning in public schools. Thus, it explores a curriculum that proposes encounters with invention. Poetic and imagetic curricula that play in the time of children's inventions in a composition that dialogues with Deleuze and Guattari, Deleuze and Parnet, Corazza, Kohan, Leite, Larrosa, Carvalho, and many others, through the power of affections. In this way, children, in their inherent processes of experiences and fabrications, invite the school to think about curricula, childhoods, other worlds, as attempts to provoke openings in the child's time, in the art of the sensitive. Thus, in the pulsating force of childhood, the thesis produces images of inventive curricula with children, who experiment with other modes of existence. Would these be movements that open up to the school-child, placing it in a becoming, in a becoming-child? Movements that unfold into other compositions?