CARTOGRAPHING CURRICULUM

children and their everyday audiovisual fabrications

Abstract

This article is an invitation to think about other curricula, to reflect about the curriculum as power, as resistance, as fabulations that move the school surroundings. The aim is to problematize the relations between school spacetime, curriculum and children, who in the immanence of their childhoods, of their affections with the virtual world, create audiovisual narratives not in everyday school life between lines of escapes and escapes. As a methodological inspiration, we used cartography to enter the spacetime of a state public school in the city of Cáceres-MT, we noticed the relationship between school, curriculum, children, and childhood and make it resonate with beauty, fables, and curriculum creations of its thinking practitioners. We present the partial result of a master's research that followed movements and encounters that take place in school spaces-times, which go far beyond standardizations, as they present escape lines, resistances, gaps, and escapes that make the school, that create rhizomatic curricula, curricula thought to be practiced in everyday life, curricula created by children who carry out effects and other singularities.