early childhood education curriculums and the problem of participation

Abstract

The article presents the relationship between the process of curriculum production in early childhood education and the problem of how and why childhood can/should actively participate in such a process. It is developed by showing the power of thinking about this problematic relationship from a concept of participation that is politically and affirmatively committed to the force of difference, immanent to the encounters that the infant body traces with the world. This force usually unfolds in the playing experiences through which the being of childhood is conceived as a singular mode of subjectivation, in the flow of educational practice, inclusive. Using the theoretical-practical approach of the Philosophy of Difference, the essay presents the need to promote curricular exercises of a qualitatively differential nature for the processes of childhood education; evidencing, as a result, possibilities of thinking about the problem of participation beyond the commonplace/traditional approach suggested by the National Common Curricular Base (2018). It concludes that the action of participating is configured as a fundamental conceptual artifice, since it increases  the weaving of powerful and effective curricular movements by welcoming the very being of childhood, that is, its power of differentiation, as a motor of propulsion in the development of the act of educating.