FREE PLAY IN CURRICULUM COMPOSITIONS IN FUNDAMENTAL EDUCATION: PERSPECTIVING A SMALLER EDUCATION

Abstract

This article seeks to tension and discuss the idea of free play as a school content that has been neglected and made invisible by the dominant curricular propositions, whether in the school environment or in the home environment. It invests in the verb “to child” as a condition of childhood with all its astuteness, curiosities, freedoms and powers of creation. It is a cartography that seeks to outline the common plan, assuming its necessary transversality. In this way, it meets two other studies previously produced – Baú Brincante and Catadores do Brincar – whose collections allowed, in their crossings, to capture records and narratives of the participating teachers who helped to argue and propose “smaller curriculum” compositions, dear to this current study. Based on the philosophy of difference, above all on the idea of the “smaller curriculum”, this work signals the necessary movements to envisage open curriculum for “to child”, as a way of affirming the child's desire and its processes of singularization.