Childhood and curriculum: micro-curricular policies for a pedagogy of play

Abstract

The work aims to discuss the differential relationship that can be established between childhood and the act of educating in early childhood education curriculum. In this sense, it questions: how to compose powerful curriculum to cultivate and explore the uniqueness of the relationship that is traced between childhood and the act of learning amidst the affectionate flow of the experience of free play? Even though in the form of an essay, the text is also elaborated from the context of a research movement still in progress, based on conversations with teachers from two public daycare centers in the city of Rio de Janeiro and on the project of university extension that addresses the proposed theme and problem. The writing is developed in the sense of affirming that the experience of conception of the being of childhood, immanent to the experience in which free play takes place, can constitute a driving force for the production of curriculums that conform as true fields of composition for the arising from inventive learning processes. It concludes that taking the differential space-time of free play as an affective learning experience tends to open unique perspectives for thinking about more creative relationships between childhood and curriculum.