babies, materiality, and technical objects in early childhood education in brazil and france
Keywords:daycare centers, curriculum, teaching, materiality, mapping.
AbstractThe main objective of this work is to discuss the materiality of relationships and experiences of infants in early childhood education, based on a dialogue with the Brazilian curriculum guidelines for Early Childhood Education in 3 municipalities in the state of São Paulo, and with the concepts of technical objects and individuation developed by Simondon. This is a qualitative research that uses bibliographic and documentary research as a methodology and the production of cartographies of scenes in which relationships between babies and objects are observed. The cartography used here is inspired by the records developed by Fernand Deligny (2015) and its appropriation for research with babies, as proposed by Julia Oliveira (2016). Research was carried out on this topic in the field of education, going through scientific articles and guiding documents for early childhood education. The authors mapped the paths and affections of babies and their relationships with objects in two distinct scenes that were collected within the scope of a collective project. It is a work that contributes to early childhood education in general and, specifically, to baby studies (Infantology, Babyhood studies).
How to Cite
tebet, gabriela guarnieri de campos, caetano, sabrina de oliveira, souza, lidiane cristina loiola, impedovo, maria antonieta, & costa, julia. (2022). babies, materiality, and technical objects in early childhood education in brazil and france. Childhood & Philosophy, 18, 01–33. https://doi.org/10.12957/childphilo.2022.58124