o “chão da escola”

o devir-chão como imanência das infâncias

Abstract

As an early childhood education teacher in the public school system, I have been reflecting on the practice of referring to the work carried out by early childhood educators as the “school floor.” This term can lead us down various lines of thought, since the “floor” can refer to a space where we walk, where the body meets the ground, where play and games are brought to life by these bodies, but it can also refer to a philosophical and conceptual space where children live out their experiences, where concepts are transformed into lived experiences—one of the places of existence where these children develop their potential. The ground is a place of belonging for those who do not yet conform to the adulthood demanded by capitalist society; moreover, it is the territory inhabited by those we consider children. In this paper, we will attempt to distinguish who occupies these two perceptions we define  of “the schoolyard.” Drawing on authors in the philosophy of difference such as Deleuze, Guattari, and Foucault, and incorporating the writings on childhood by Leite and Kohan, we will discuss the possibilities of this “school floor” through the assemblages, potentials, and affections that are constituted within this space.