Resumen

DELBONI, Tania  y  HOLZMEISTER, Ana Paula. Experimental curricula: forces that engender differential learning in early childhood education. Rev. Diálogo Educ. [online]. 2025, vol.25, n.87, pp.1883-1893.  Epub 14-Ene-2026. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.25.087.ds09.

This article discusses the concept of experience/experimentation from the perspective of the education of the sensitive, aiming to problematize the forces by which subjective forms are constituted, differentiated, and produce learning experiences, both singular and plural, considering the vitalist need to accompany minority movements, smaller gestures that give rise to the curriculum as an event. It argues that, in the Early Childhood Education stage, the curriculum occurs through the force of experience. Seeking to define a concept of experience/experimentation from the perspective of difference, it draws on Manning, Lapoujade, Carvalho, and Deleuze to defend a concept of experience linked to minimal existences that, in the folds of time, imply the establishment of inventive learning. It operates by following the desiring and moving lines of a cartography, drawn with the intensities experienced in the educational encounters unfolding in Early Childhood Education, which has driven the research of the authors of this article, affirming the commitment to inventive learning, in a teaching of difference in an experimental curriculum.

Palabras clave : Curriculum; Experimentation; Sensitive Education; Early Childhood Education; Philosophy of Difference..

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