The child education curriculums and the problem of experience

Abstract

It discusses the concepts of experience and childhood, demonstrating how they can help to think of more powerful curricula for early childhood education. It is elaborated from a cartographic research - inspired by the work of Suely Ronik and Felix Guattari - scribbled from the networks of conversations woven with teachers of Public Early Childhood Education in Rio de Janeiro. It makes a critique of the notion of fields of experience (BNCC/Early Childhood Education), stating how the affective devenirs, immanent to a collective childhood experience, problematize the fragility of the instituted curricular models. It concludes that the idea of childhood experience - outlined from Deleuze's reading of Spinoza's Ethics - allows the curriculums of early childhood education to unfold itself from the singular demands of the childhood being and that this enables the genesis of more powerful educator-learning processes.