CURRICULA, COMIC BOOKS AND CHILDHOODS:

learning movements that give language to the affections that ask for passage

Abstract

Affirms the strength of the encounter between curricula, comic books and childhood to enhance learning movements that open other possibilities for thinking and living Education. It presents as a problematic field: what effects do children's encounter with comic books produce, instigating movements of thought, learning and inventive movements “giving language to the affections that ask for passage”? How do comic books invite children to create stories, provoking other curricula into inventive learning movements? It uses cartography as a research methodology, following the meetings of children from two 4th year classes at a municipal public school with the signs, vibrations, intensities, inventions, and experiments, in short, the compositions based on the life that pulsates in school routines. It argues that the encounter with comic books can force thinking in different processes of creating learning-teaching, in inventive movements that fable other curricula, other teachings, other aesthetics, other possible ways of life. In conclusion, it points out that encountering comic books can: invite children to create stories, instigating conversations, questions, and the creation of other worlds; and enhance curricula and teaching in learning movements, shifting their meanings, meanings, and resignifications, affirming life in its power.