Infância sequestrada

Abstract

Early childhood education is a privileged place to think about the processes of subjectivation and the invention of worlds. This dissertation discusses how children are kidnapped from their childhood and educated within a logic of modeling and imprisoning their bodies. An education that ignores the becoming-child, which frustrates and limits creativity, promoting the docilization of their bodies. School is a favorable environment for human emancipation, but on the contrary, it can also be used as a means for these kidnappings to take place. Faced with this, with a proposal for inventive training, it is important to reflect on how teachers can (re)invent their practices and intervene in a process of (de)education in Early Childhood Education, which goes through the gaps, escaping from what society imposes, even knowing that they will have to confront certain gears that emerge from the control devices over children. As a methodology, we will use the cartographic patches of an Early Childhood Education teacher, which include memories of his childhood and other patches from his classroom practice, as well as dialogues with intercessors who join in this weaving. The proposal is to create a quilt made by many hands, an ethical, aesthetic and political tangle, weaving with the patchwork of authors such as Cruz, Abramowicz and Schérer, Foucault, Rolnik, among others who discuss possible paths for a liberating childhood.