Becoming aesthetic of early childhood teaching

Abstract

It aims to discuss the aesthetic production of a curriculum happening in the learning processes established by desiring public early childhood education teachers, who promote curricular actions-thought-desires through a sophisticated approach to the simple. Modes of expression that emerge from a careful work of research and teacher creation that seeks to break with the centrality of the child in the educational process, highlighting the constitution of blocks of becomings in curriculum production due to the production of an aesthetic inscription style that involves the encounter educational. It works methodologically with cartography, drawing a desiring trace of the intensive and extensive paths of a child's body that, by force of signs, drives the pedagogical thinking of childhood to launch out into adventures from the outside accompanied by Carvalho, Corazza, and Deleuze. Research-intervention that, using the creation of non-recognitive images, introduces an inflection point in pedagogical practices, creating inventive processes in scene shots, which, by unique and differential framing, narrate the discontinuity of curriculum production with childhoods fabulating other worlds. Other montages, arrangements, smaller and discontinuous images are evident, which are forging an intense micropolitical movement by the forces of teaching in becoming, images that invite to launch oneself outside and find oneself strange in a process of production of oneself in perspective ethical-aesthetic and political.