O currículo como um projeto de infância: afinal o que as crianças têm a dizer?

Abstract

The aim of this thesis is to think of childhood as alterity, as experience, with and in the difference, problematizing the participation of children in the curricular production. Thus, hearing the experiences of children, as a means of signifying the education of childhood, enables the production of meanings that do not establish a priori. In this sense, the perspective is not to speak for the children, but to conceive them as legitimate others, with their own voices, in constant negotiation, in addition to contemplating early childhood education as a space for fighting and guaranteeing political discussion. What about the experiences of being a child in early childhood education? Thus, the institutionalization of a Common National Curricular Base (BNCC) in which Child Education is structured from the definition of fields of experience, presenting them as a curricular arrangement for the indication of knowledge and knowledge Essential to be provided to children. I problematize the promotion of centralized curricular at the national level, protesting the concept of experience presented in it and questioning: for which direction we are going-recognition of the protagonism of children and adults to think the curriculum or a Pre-fixed production for a pre-defined childhood?This study, when approaching the Derridian experience of deconstruction, evidences an Alteritarian perspective, the radical experience as alterity, an experience of the other, the impossibility of total apprehension of the other, the experience as an event. In this sense, the Alteritarian relationship is assumed as a thread that crosses the main question proposed here, what is the possibility of looking at childhood with/in/by the difference, problematizing an education that conceives childhood as experience. I find the idea of Derrida's hospitality a possibility of thinking about the "language" of childhood, often inaudible or devoid of meaning. The discussion about the child as a foreigner indicates a possibility of resuming the question made by Spivak ("Can the underling speak?") asking: How have we created space to listen to children in "your language" in early childhood education? Post-colonial studies contribute to this analysis of the various forms of colonialism that have been implanted, including adultocentrism. In this endeavor, the construction of decolonizing experiences marks the prospect of valuing difference and cultural hybridism as a fruitful path of resistance to colonization. In the thesis, the understanding of curriculum policies as a political-discursive production reinforces the argument that from negotiations and disputes is that the senses and interests are hybridized in the curricular formulation, evidencing its process condition Unfinished politician. In the dialogue with Hommi Bhabha, I am in the perspective defended by the author in which he centralizes his studies in the field of culture. The interlocution with Lopes and Macedo, allows me to challenged the curriculum as a cultural artifact. Supported by the post-structural studies, I then organize a theoretical position of curriculum, defending the policy of curriculum as a culture. Thus, the curriculum is projected as a space for continuous negotiations and as a struggle for signification. The curriculum is assumed as a cultural enunciation, as a discursive practice