Investigative contexts and children from infancy as curriculum producers

Abstract

This paper is an excerpt from a Master’s degree in Education research that aims at highlighting the curricula that emerge in the investigative contexts experienced by babies and very young children in daycare. A group of babies and very young children aged between 1 year and 5 months to 1 year and 10 months from a public daycare center in São Francisco do Conde, Bahia, participated in this study. The understanding of the investigative context dialogues with the studies by Barbieri (2021) and Dubovick and Cippitelli (2018); on babies and very young children, with Barbosa (2010) and with the National Curricular Guidelines for Early Childhood Education (Brazil, 2009). The research approach is qualitative, and the methodological instruments adopted were the investigative context, field journal, photography and video recording, but, for this text, we used the investigative contexts carried out and the field journal. Data produced reveals that the greater the diversity of materials, materialities and aesthetic way in which they are organized, the greater the possibilities for babies and very young children to use multiple languages ​​in production of curricula. It is concluded that babies and very young children, when assuming the centrality of planning in the context of daycare, produce rich and inspiring curricula for updating the pedagogical and curricular proposal of daycare and curriculum policies for Early Childhood Education.