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Concordância e confiabilidade entre dois tipos de dinamômetros portáteis: tração e compressão
Get PDFIntroduction: The measurement of quadriceps strength is crucial for various clinical applications. However, traditional isokinetic dynamometers are expensive and bulky. Handheld dynamometers represent accessible alternatives, but the agreement between compression and traction dynamometers in evaluating knee extensor torque requires investigation. Objective: To evaluate the agreement between handheld compression and traction dynamometers in knee extensor torque and to verify intra- and inter-examiner reliability. Methods: This is a methodological study with a convenience sample. Participants were recruited by researchers in the physiotherapy outpatient clinic of the Federal University of Juiz de Fora – University Hospital, between June 2021 and June 2022. Two dynamometers were used: the MMT manual dynamometer from Lafayette Instru-ment Company, and the E-lastic® 200 kg traction dynamometer. Results: The reliability of the dynamometers (compression and traction) was excellent, with high intra- and inter-examiner agreement (ICC(2,2) ranging from 0.94 to 0.99). No significant differences were observed between the dynamometers, indicating equivalence. The Bland-Altman plots also showed good agree-ment, and Student\u27s t-tests did not detect significant differences between examiners. Conclusion: The handheld compression and traction dynamometers used in this study demonstrated high reliability and equivalence in measurements, allowing flexibility in choosing these instruments in clinical practice. Future research may explore evaluators\u27 and patients\u27 perceptions of these measurements.Introdução: A mensuração da força do quadríceps é crucial para diversas aplicações clínicas. No entanto, os dinamômetros isocinéticos tradicionais são caros e volumosos. Os dinamômetros portáteis representam alternativas acessíveis, mas a concordância entre os dinamômetros de compressão e tração na avaliação do torque extensor do joelho requer investigação. Objetivo: Avaliar a concordância entre os dinamômetros portáteis de compressão e tração no torque extensor do joelho e verificar a confiabilidade intra e interexaminadores. Métodos: Trata-se de um estudo metodológico com amostra de conveniência. Os participantes foram recrutados por pesquisadores no ambulatório de fisioterapia da Universidade Federal de Juiz de Fora – Hospital Universitário, entre junho de 2021 e junho de 2022. Foram utilizados dois dinamômetros: o dinamômetro manual MMT da Lafayette Instrument Company e o de tração E-lastic® 200 kg. Resultados: A confiabilidade dos dinamômetros (compressão e tração) foi excelente, com alta concordância intra e interexaminadores (ICC(2,2) variando de 0,94 a 0,99). Não foram observadas diferenças significativas entre os dinamômetros, indicando equivalência. Os gráficos de Bland-Altman também apresentaram boa concordância e os testes t de Student não detectaram diferenças significativas entre os examinadores. Conclusão: Os dinamômetros portáteis de compressão e tração utilizados neste estudo demonstraram alta confiabilidade e equivalência nas medidas, permitindo flexibilidade na escolha desses instrumentos na prática clínica. Pesquisas futuras podem explorar as percepções de avaliadores e pacientes sobre essas medidas
As estratégias para ler no processo de constituição do leitor cego no Ensino Superior
Get PDFFor the academic to be inserted in Higher Education, it is necessary that he perceives reading as an activity of attribution of meanings that founds learning. In this sense, like any other student, the blind academic also needs to feel included in the academic discursive domain and this inclusion is permeated, to a great extent, by the formation of him as a reading subject. Therefore, we established as the central objective of this research to analyze the relationship of blind academics with reading, describing the reading strategies they use for textual comprehension. For this, we start from the theoretical contribution of Inclusive Education, to think about blind people in the context of Higher Education, Textual Linguistics and French-oriented Discourse Analysis to discuss reading from this perspective. To achieve the objectives, we adopted a qualitative approach and data collection occurred through semi-structured interviews conducted with four blind students identified in the Student Management System of the State University of Montes Claros - Unimontes, the locus of this research. In the interviews, the academics were encouraged to narrate experiences of reading in Higher Education, offering their understanding of their reading history in this discursive domain. The results of the research show that the blind academic becomes a reader in Higher Education progressively from the more massive use of technology such as reading strategies and the use of reading strategies that he begins to adopt, such as the recurrent use of the internet as a support to knowledge before reading.Para que el académico sea incluido en la Educación Superior, es necesario que perciba la lectura como una actividad de atribución de significados que sustenta el aprendizaje y, como cualquier otro estudiante, el académico ciego también necesita sentirse incluido en el dominio discursivo académico como lector. sujeto. Por ello, establecimos como objetivo central de esta investigación analizar la relación entre académicos ciegos y la lectura, describiendo las estrategias lectoras que utilizan para la comprensión textual. Para ello, partimos del aporte teórico de la Educación Inclusiva, para pensar a las personas ciegas en el ámbito de la Educación Superior, la Lingüística Textual y el Análisis del Discurso. Para alcanzar los objetivos, adoptamos un enfoque cualitativo y la recolección de datos se produjo a través de entrevistas semiestructuradas realizadas con cuatro estudiantes ciegos de la Universidad Estatal de Montes Claros. En las entrevistas, se animó a los académicos a narrar experiencias de lectura en la Educación Superior. Los resultados de la investigación demuestran que los académicos ciegos se convierten progresivamente en lectores en la Educación Superior a través del uso más masivo de la tecnología como estrategias de lectura y el uso de estrategias de lectura como el uso recurrente de Internet para apoyar conocimientos previos en lectura.Para que o acadêmico seja inserido no Ensino Superior, faz-se necessário que ele perceba a leitura como uma atividade de atribuição de significados que funda a aprendizagem. Nesse sentido, como qualquer outro estudante, o acadêmico cego também precisa sentir-se incluído no domínio discursivo acadêmico e essa inclusão é perpassada, em boa medida, pela sua formação como sujeito leitor. Logo, estabelecemos como objetivo central dessa pesquisa analisar a relação dos acadêmicos cegos com a leitura, descrevendo as estratégias para ler de que se utilizam para a compreensão textual. Para tanto, partimos do aporte teórico da Educação Inclusiva, para pensar as pessoas cegas no âmbito do Ensino Superior, da Linguística Textual e da Análise do Discurso para discutir a leitura a partir dessa perspectiva. Para o alcance dos objetivos, adotamos uma abordagem qualitativa e a coleta de dados ocorreu por meio de entrevistas semiestruturada realizadas com quatro estudantes cegos identificados no Sistema de Gestão Discente da Universidade Estadual de Montes Claros - Unimontes, lócus desta pesquisa. Nas entrevistas, os acadêmicos foram estimulados a narrar experiências leitoras no Ensino Superior, oferecendo o seu entendimento sobre a sua história de leitura nesse domínio discursivo. Os resultados demostram que o acadêmico cego se constitui leitor no Ensino Superior progressivamente a partir do uso massivo da tecnologia como estratégias para ler e o uso de estratégias de leitura que adota, como a recorrência da internet para alicerçar o conhecimento prévio na leitura
Redes que conectam: superando desafios no atendimento aos estudantes do Ensino Superior
Get PDFThis study examined the conjuncture of public higher education regarding the obstacles faced by students and the actions of psycho-pedagogical support to overcome them. The study of multiple cases was carried out and the Qualitative Epistemology based the analysis through the Constructive-Interpretative Method. The result indicated a positive evaluation of the psycho-pedagogical support actions offered to students of a Federal identified limits in its proposal and established determinants for the creation of an academic space that combines higher education and university permanence with quality. It is concluded that it is necessary to act on the cause of obstacles, through interconnected and inclusive practices, and by welcoming and co-responsibility in the service to students.Este estudio examinó la coyuntura de la Educación Superior Pública referente a los obstáculos que enfrentan los estudiantes y las acciones de apoyo psicopedagógico para superarlos. Se realizó el estudio de múltiples casos y la Epistemología Cualitativa fundamentó el análisis a través del Método Constructivo-Interpretativo. El resultado indica una evaluación positiva de las acciones de apoyo psicopedagógico ofrecidas a los estudiantes de una Universidad Federal, identificó límites en su propuesta y estableció determinantes para la creación de un espacio académico que conjugue formación superior y permanencia universitaria con calidad. Se concluye que es necesario actuar sobre la causa de los obstáculos, por medio de prácticas interconectadas e inclusivas, y de acogida y corresponsabilidad en el servicio a los estudiantes.Este estudo examinou a conjuntura do Ensino Superior Público referente aos obstáculos enfrentados pelos estudantes e às ações de apoio psicopedagógico para superá-los. Realizou-se o estudo de múltiplos casos e a Epistemologia Qualitativa embasou a análise através do Método Construtivo-Interpretativo. O resultado indicou uma avaliação positiva das ações de apoio psicopedagógico ofertadas a estudantes de uma Universidade Federal, identificou limites na sua propositura e estabeleceu determinantes para a criação de um espaço acadêmico que conjugue formação superior e permanência universitária com qualidade. Conclui-se que é necessário atuar sobre a causa dos obstáculos, por meio de práticas interligadas e inclusivas, e de acolhimento e corresponsabilização no atendimento aos estudantes
A educação pelo impresso: um estudo sobre a reformulação do Primeiro Ca-tecismo da Doutrina Cristã (1964)
Get PDFThis article aims to analyz the edition of the Primeiro Catecismo da Doutrina Cristã (First Catechism of Christian Doctrine) published by the Vozes publishing house in 1964 which presents significant alterations in relation to editions published in previous decades. It seeks to present evidence regarding the role it played in the formation of the audience to whom it was addressed. Catechisms are religious printed materials that have withstood the test of time with relative stability in relation to the content they convey and have served the purpose of disseminating the doctrines that underpin. Considering that this catechism had high print runs and a large number of editions, this study sought to understand the motivations for the changes undertaken and how, in a critical period of the history of the Catholic Church and Brazilian society itself, the catechism sought to adapt to new demands from the public and the publishing market. The research sources included 13 editions of the catechism published throughout the 20th century; magazines and newspapers available in the Digital Newspaper Library of the National Library of Rio de Janeiro; catalogs from the Vozes publishing house; and official documents resulting from Catholic councils and conferences. The analysis revealed several changes in materiality, mainly through the increase in the book\u27s size, the presence of color illustrations, and the use of a simplified vocabulary; however, the questions and answers remained consistent over time, revealing the preference for tradition due to the success of the official text.El artículo analiza la edición del Primer Catecismo de la Doctrina Cristiana publicado por la editorial Vozes en 1964, que presenta alteraciones significativas en relación con ediciones de décadas anteriores, y expone indicios del papel desempeñado por el catecismo en la formación del público al que iba dirigido. Los catecismos son impresos religiosos que han resistido al tiempo con relativa estabilidad en cuanto al contenido que vehiculan y cumplen la función de diseminar las doctrinas que los fundamentan. Por tratarse de un catecismo con altas tiradas y un elevado número de ediciones, se buscó comprender las motivaciones para los cambios emprendidos y cómo, en un período crítico de la historia de la Iglesia Católica y de la sociedad brasileña, el catecismo intentó adaptarse a las demandas del público y del mercado editorial. Las fuentes de la investigación fueron 13 ediciones del catecismo publicadas en el siglo XX; revistas y periódicos disponibles en la Hemeroteca Digital de la Biblioteca Nacional (RJ); catálogos de la Editora Vozes; documentos oficiales, resultantes de concilios y conferencias católicas. El análisis permitió verificar diversas alteraciones en la materialidad, principalmente, aumento del tamaño del libro, presencia de ilustraciones coloridas, utilización de vocabulario simplificado; sin embargo, las preguntas y respuestas se mantuvieron a lo largo del tiempo, revelando la opción por la tradición en función del éxito del texto oficial.O artigo analisa a edição do Primeiro Catecismo da Doutrina Cristã publicada pela editora Vozes em 1964, que traz significativas alterações em relação a edições de décadas anteriores, e apresenta indícios do papel desempenhado pelo catecismo na formação do público a que era dirigido. Catecismos são impressos religiosos que têm resistido ao tempo com relativa estabilidade quanto ao conteúdo que veiculam e cumprem o papel de disseminar as doutrinas que os fundamentam. Por ser um catecismo com altas tiragens e elevado número de edições, buscou-se compreender motivações para as mudanças empreendidas e como, em um período crítico da história da Igreja Católica e da sociedade brasileira, o catecismo buscou se adaptar às demandas de público e do mercado editorial. As fontes da pesquisa foram 13 edições do catecismo publicadas no século XX; revistas e jornais disponíveis na Hemeroteca Digital da Biblioteca Nacional (RJ); catálogos da Editora Vozes; documentos oficiais, resultantes de concílios e conferências católicas. A análise permitiu verificar diversas alterações na materialidade, principalmente, aumento do tamanho do livro, presença de ilustrações coloridas, utilização de vocabulário simplificado; no entanto, as perguntas e respostas mantiveram-se ao longo do tempo, revelando a opção pela tradição em função do sucesso do texto oficial
Experienciar, esperienciando: inspirações derridianas para outras evidências científicas
Get PDFEste artigo tem como objetivo problematizar o movimento discursivo destacado na Política Nacional de Alfabetização (PNA) acerca da importância do letramento baseado em evidências científicas. Nesse processo, uma série de discursos tem sido mobilizada, articulando-se à ênfase na evidência — por exemplo, uma noção de experiência que também requer validação científica, relacionando-a exclusivamente a procedimentos científicos comprovados. Todo esse movimento está atrelado à defesa de uma ciência robusta que se espera oriente as políticas educacionais. Assim, em diálogo com Jacques Derrida, este trabalho busca contribuir para a desconstrução do sentido da experiência, por meio da noção de experiência como différance, a fim de provocar reflexões sobre evidências e enfatizar que o processo de letramento deve ser concebido em relação ao outro — como um movimento constante de diferimento, no qual as experiências — inclusive as científicas — se realizam como (re)criações contínuas e ininterruptas, no interior de processos de construção de sentido que se desdobram por meio de sua própria incompletude. A canção “Poema”, de Cazuza, inspira esta reflexão sobre as relações tecidas com o outro, onde a familiaridade é fugaz e constantemente se esvai. Mas é justamente nessa perda que emerge a beleza do que não se pode controlar.
Palavras-chave: Experiência. Alfabetização. Evidência científica. Evento.Este texto tem como objetivo problematizar o movimento discursivo destacado na Política Nacional de Alfabetização (PNA) em torno da importância do letramento baseado em evidências. Nesse processo, mobilizam-se uma série de discursos que se articulam com ênfase em evidências, como, por exemplo, uma noção de experiência que também demanda validação científica, relacionando-a exclusivamente a procedimentos científicos comprovadamente eficazes. Todo esse movimento se vincula à sustentação de uma ciência robusta que deve nortear as políticas educacionais. Assim, em diálogo com Jacques Derrida, o artigo busca contribuir para a desconstrução do sentido da experiência, a partir da noção de experiência como différance, a fim de provocar reflexões sobre evidências e destacar que o processo de letramento deve ser concebido em relação ao outro, em um movimento constante de diferimento, em que as experiências — inclusive as científicas — se realizam como (re)criações contínuas e ininterruptas, em processos de significação que navegam em sua própria incompletude. A canção "Poema", de Cazuza, nos inspira a refletir sobre as relações que construímos com os outros, onde a familiaridade é fugaz e constantemente perdida. Mas é justamente nessa perda que emana a beleza daquilo que não pode ser controlado.
Palavras-chave: Experiência. Alfabetização. Evidência científica. Evento.O presente texto visa problematizar o movimento discursivo que se destaca na Política Nacional de Alfabetização (PNA) sobre a importância da alfabetização baseada em evidências científicas. Neste processo, uma série de discursos têm sido mobilizados e se articulam à ênfase nas evidências, como por exemplo, um sentido de experiência que também requer validação científica, relacionando-as, exclusivamente, a procedimentos científicos, comprovadamente eficazes. Todo esse movimento vem atrelado ao respaldo de uma ciência robusta que deve balizar as políticas educacionais. Assim, em diálogo com Jacques Derrida, pretende-se contribuir para a desconstrução do sentido de experiência, através da noção de experiência como differánce a fim de provocar reflexões sobre as evidências e enaltecer que o processo de alfabetização deve ser pensado na relação com o outro, num movimento constante de diferimento, em que as esperiencias – também científicas – são performadas como (re)criações contínuas e ininterruptas, em movimentos de significação que transitam nas suas próprias incompletudes. A música “Poema”, de Cazuza, inspira-nos nessa reflexão sobre as relações tecidas com o outro em que a familiaridade é fugidia e se perde o tempo todo. Porém, é justamente nessa perda que emana a beleza daquilo que não é possível controlar.
Palavras-chave: Experiência. Alfabetização. Evidências científicas. Acontecimento
Pedagogical intervention for the promotion of scientific literacy in girls deprived of liberty
Get PDFWhen considering education as an essential right to the progress of adolescents who are socio-educational, the teaching and learning process should be adapted to the conditions required by this scenario, the promotion of Scientific Literacy. In this bias, the objective of this study was to discuss about a pedagogical intervention applied in the teaching and learning process of girls in deprivation of liberty focusing on the promotion of Scientific Literacy. The qualitative research of pedagogical intervention was materialized through a Didactic Sequence that addressed the Sustainable Development Goals over five meetings. The subjects involved were five female adolescents, who were in compliance with socio-educational measures, aged 12 to 18 years. The results show evidence of construction of knowledge by the participants, as well as the reach of all indicators of Scientific Literacy considered. It is inferred, therefore, the need to provide conditions for girls deprived of liberty to develop skills and abilities related to the teaching and learning process through activities that instigate analysis of a problem and critical reflection, stimulating them to the construction of knowledge and respect for divergent opinions.When considering education as an essential right to the progress of adolescents who are socio-educational, the teaching and learning process should be adapted to the conditions required by this scenario, the promotion of Scientific Literacy. In this bias, the objective of this study was to discuss about a pedagogical intervention applied in the teaching and learning process of girls in deprivation of liberty focusing on the promotion of Scientific Literacy. The qualitative research of pedagogical intervention was materialized through a Didactic Sequence that addressed the Sustainable Development Goals over five meetings. The subjects involved were five female adolescents, who were in compliance with socio-educational measures, aged 12 to 18 years. The results show evidence of construction of knowledge by the participants, as well as the reach of all indicators of Scientific Literacy considered (seriation of information, organization of information, classification of information, logical reasoning, proportional reasoning, hypothesis survey, hypothesis test, justification, prediction and explanation). It is inferred, therefore, the need to provide conditions for girls deprived of liberty to develop skills and abilities related to the teaching and learning process through activities that instigate analysis of a problem and critical reflection, stimulating them to the construction of knowledge and respect for divergent opinions
Strategies for reading in the process of establishing blind readers in Higher Education
Get PDFFor the academic to be inserted in Higher Education, it is necessary that he perceives reading as an activity of attribution of meanings that founds learning. In this sense, like any other student, the blind academic also needs to feel included in the academic discursive domain and this inclusion is permeated, to a great extent, by the formation of him as a reading subject. Therefore, we established as the central objective of this research to analyze the relationship of blind academics with reading, describing the reading strategies they use for textual comprehension. For this, we start from the theoretical contribution of Inclusive Education, to think about blind people in the context of Higher Education, Textual Linguistics and French-oriented Discourse Analysis to discuss reading from this perspective. To achieve the objectives, we adopted a qualitative approach and data collection occurred through semi-structured interviews conducted with four blind students identified in the Student Management System of the State University of Montes Claros - Unimontes, the locus of this research. In the interviews, the academics were encouraged to narrate experiences of reading in Higher Education, offering their understanding of their reading history in this discursive domain. The results of the research show that the blind academic becomes a reader in Higher Education progressively from the more massive use of technology such as reading strategies and the use of reading strategies that he begins to adopt, such as the recurrent use of the internet as a support to knowledge before reading.Para que el académico sea incluido en la Educación Superior, es necesario que perciba la lectura como una actividad de atribución de significados que sustenta el aprendizaje y, como cualquier otro estudiante, el académico ciego también necesita sentirse incluido en el dominio discursivo académico como lector. sujeto. Por ello, establecimos como objetivo central de esta investigación analizar la relación entre académicos ciegos y la lectura, describiendo las estrategias lectoras que utilizan para la comprensión textual. Para ello, partimos del aporte teórico de la Educación Inclusiva, para pensar a las personas ciegas en el ámbito de la Educación Superior, la Lingüística Textual y el Análisis del Discurso. Para alcanzar los objetivos, adoptamos un enfoque cualitativo y la recolección de datos se produjo a través de entrevistas semiestructuradas realizadas con cuatro estudiantes ciegos de la Universidad Estatal de Montes Claros. En las entrevistas, se animó a los académicos a narrar experiencias de lectura en la Educación Superior. Los resultados de la investigación demuestran que los académicos ciegos se convierten progresivamente en lectores en la Educación Superior a través del uso más masivo de la tecnología como estrategias de lectura y el uso de estrategias de lectura como el uso recurrente de Internet para apoyar conocimientos previos en lectura.For students to succeed in higher education, they must understand reading as a meaning-making activity that underpins learning. In this regard, like any other student, blind students also need to feel included in the academic discourse community, and this inclusion is, to a large extent, shaped by their development as readers. The central aim of this study, therefore, is to analyze how blind students relate to reading, describing the strategies they use to comprehend texts. To this end, we draw on theoretical frameworks from Inclusive Education to reflect on the experience of blind individuals in higher education, as well as from Text Linguistics and Discourse Analysis to explore reading from that perspective. The research follows a qualitative approach, and data were collected through semi-structured interviews with four blind students identified in the Student Management System of the State University of Montes Claros (Unimontes), where the study was conducted. During the interviews, participants were encouraged to share their reading experiences in higher education and to reflect on their reading trajectories within academic discourse. The results show that blind students gradually develop as readers in higher education, relying heavily on technology and specific reading strategies, such as frequently using the internet to support their background knowledge during the reading process
Conceptions of childhood, play and interaction in Brazilian state curricula
Get PDFThis paper is part of a macro-project funded by the National Council for Scientific and Technological Development (CNPq). The study aimed to analyse the process of materialising the National Common Curriculum Base (BNCC) in five Early Childhood Education curricula in Brazilian states - Bahia, Goiás, Pará, Paraná and São Paulo - with an emphasis on conceptions of childhood, play and interaction. The research is based on the theoretical frameworks of historical-critical pedagogy and historical-cultural psychology, whose epistemological and ontological basis is the method of historical-dialectical materialism. As for the methodological procedures, a documentary analysis of the Early Childhood Education curricula of the aforementioned states was adopted, as well as testimonies from managers who took part in a didactic-training intervention carried out as part of the macro-project. The analysis pointed that although the curricula are specific, they are in line with the BNCC. In the process of drawing up the curricula, the involvement of both public and private actors was evident, with the emphasis on institutions representing the market, such as the curricula in Bahia, Goiás and Paraná. Although all of them announce, in their discourse, the importance of play and interaction as the structuring axes of Early Childhood Education, there are tensions between the attempt to adapt national guidelines to local realities, the risk of standardisation and the emptying of the curriculum.This paper is part of a macro-project funded by the National Council for Scientific and Technological Development (CNPq). The study aimed to analyse the process of materialising the National Common Curriculum Base (BNCC) in Early Childhood Education curricula in five Brazilian states - Bahia, Goiás, Pará, Paraná, and São Paulo - with an emphasis on conceptions of childhood, play, and interaction. The research is based on the theoretical frameworks of historical-critical pedagogy and historical-cultural psychology, whose epistemological and ontological basis is the method of historical-dialectical materialism. For the methodological procedures, a documentary analysis of the Early Childhood Education curricula of the aforementioned states was adopted, as well as testimonies from managers who took part in a didactic-training intervention carried out as part of the macro-project. The analysis showed that although the curricula are specific, they are in line with the BNCC. In the process of drawing up the curricula, the involvement of both public and private actors was evident, with emphasis on institutions representing the market, such as the curricula in Bahia, Goiás, and Paraná. Although all the states affirm, in their discourse, the importance of play and interaction as the structuring axes of Early Childhood Education, there are conflicts between the attempt to adapt national guidelines to local realities, the risk of standardisation, and the emptying of the curriculum
Drawing curriculums with the times of childhood experience
Get PDFThis paper discusses the educational power of the singularities through which the curriculum of early childhood education are occasionally outlined, especially when it welcome the differential temporalities that compose the processes of subjectivation of the being of childhood. It develops by highlighting how the distinctive modalities of time, experienced by childhood in these processes of subjectivation (especially with regard to Kairós time and Aión time), can create openings for the production of more powerful educational movements. As a result, it highlights that despite the capitalist attempt to control the spatiotemporal determinations that shape early childhood education curriculums, attempting to impose on them the predominance/exclusivity of Chrónos time and of spaces that predetermine the possibilities of movement, such a will to power can never eliminate the coexistence and educational power of other, non-dominant temporalities, capable even of (re)signifying the established meanings of school spaces. In these terms, it concludes that the influence of the Kairós and Aión times—immanent to the singularity of the subjective experience of childhood—can engender possibilities for the composition of curriculums more open to the act of creating something new, and not merely to the appropriation of the world that already exists. The study is conceptually based on Deleuze\u27s reading of Baruch Spinoza and Henry Bergson, as well as the work of Suely Rolnik and Felix Guattari.
Keywords: Curriculums. Childhood. Time.This paper discusses the educational power of the singularities through which the curriculum of early childhood education are occasionally outlined, especially when it welcome the differential temporalities that compose the processes of subjectivation of the being of childhood. It develops by highlighting how the distinctive modalities of time, experienced by childhood in these processes of subjectivation (especially with regard to Kairós time and Aión time), can create openings for the production of more powerful educational movements. As a result, it highlights that despite the capitalist attempt to control the spatiotemporal determinations that shape early childhood education curriculums, attempting to impose on them the predominance/exclusivity of Chrónos time and of spaces that predetermine the possibilities of movement, such a will to power can never eliminate the coexistence and educational power of other, non-dominant temporalities, capable even of (re)signifying the established meanings of school spaces. In these terms, it concludes that the influence of the Kairós and Aión times—immanent to the singularity of the subjective experience of childhood—can engender possibilities for the composition of curriculums more open to the act of creating something new, and not merely to the appropriation of the world that already exists. The study is conceptually based on Deleuze\u27s reading of Baruch Spinoza and Henry Bergson, as well as the work of Suely Rolnik and Felix Guattari.
Palavras-chave: Currículos. Infância. Tempo