Research or content of children's education: quando a melodia reinvents score

Abstract

ABSTRACT. This text is a fragment of an investigation for doctoral thesis. It deals with the Early Learning content reinvented from the curriculum idea in action (Gimeno, 2000), comprising such a practice as shared authorship process among adults and children. We take the curriculum prescribed as scores and observe that, just as musicians, the subjects involved in the curricular practice - the melody - reinvent themselves indicating other possibilities and directions. Retaking past references to think about the present and advance towards the future occurs as a need to “brush history against the grain” - Benjamin. We have noted the practices of Freinet in France, as an indication that human development should take the dimension of work, participation and authorship as curriculum components. Similarly, the experience of “Children’s Playgrounds” with Mario de Andrade in Brazil, emphasizing the artistic dimension of knowledge and popular culture. Both experiences reflect the need for dialectic construction of the Early Childhood Education curriculum respecting and recognizing the diversity of childhoods, but as the foundation of human essence. As for methodology, we adopt a qualitative approach (Minayo, 2006) with the references indicated in the ideological principles from the militant research (Malo, 2004). The participatory research (Brandão, 2003) is installed as a facilitator in the process of reflection, analysis and dialogue with the participants and the data that the concrete reality reveals. We also have the methodological foundations of Sociology of Childhood with its techniques of approach towards children.
Keywords: curriculum; early childhood education; freedom practice.