Making it bloom in the deser: the joy that emerges from the playful learning as force of resistance

Abstract

The paper problematizes the curricular policy in action created by the Municipal Department of Vitória, capital of Espírito Santo. This policy was conceived without the effective participation of teachers and school community, which tries, through this strategy, to deconstruct and devalue space-time of inventive and collective curricular productions. It presents a cartography of the resistance movements and curricular compositions that are engendered with the force of collective action that emerges in/from the productions of the different learning paths between the playful practices and the fabulations of childhoods. In dialogue with authors of the philosophy of difference, especially Deleuze and Guattari, it argues that the curricular experimentations, which are constituted in inventive nomadic movements, create resistance lines for the collective to escape the attempts of imprisonment and inflexibility thought by educational policies, opening up flows of forces for the production of different learning paths that are constituted between playful practices and children’s fabulations. It concludes defending the importance of making visible the processes of inventive and collective resistances created in the affirmation of an intensive and joyful life of schools, which seeks to escape the policies of deaths of childhoods and early childhood education. Resistances that enter into composition with the vital joy of children in their childish fabulations to create a nomadic curricula, artisans and a playful and different learning.