SCENES FROM EVERYDAY LIFE IN EARLY CHILDHOOD EDUCATION IN DIALOG WITH THE STUDIES OF WALTER BENJAMIN

Abstract

This article aims to discuss and defend the place of authorship of children in Early Childhood Education, recognizing them as historical-cultural subjects, social actors, protagonists and producers of cultures. The text is based on studies by Walter Benjamin who point out that the way children read and interpret the world are clues to learning from them. To this end, based on dialogue with the author, we bring two everyday situations that instigate reflections on how some strategies used by children transgress ways of learning-teaching, still hegemonic in everyday school life, which lead us to question respect for children's rights. For these reflections, we highlight the contribution of legislation to the early childhood education curriculum, through the Federal Constitution of 88 and the National Curricular Guidelines for Early Childhood Education, which guarantees various educational rights to children. Finally, we problematize how much the school needs to rethink itself to be a place where the dialogical act of learning-teaching happens in a horizontal way, in which teachers and children learn and teach simultaneously, as Paulo Freire already guided us, and break with a pedagogical conception guided by the reproduction of pre-established models, repetitive experiences that do not guarantee children's place of authorship.