<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762025000100101</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2025v23e68770</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os currículos da educação infantil e o problema da experiência]]></article-title>
<article-title xml:lang="en"><![CDATA[The child education curriculums and the problem of experience]]></article-title>
<article-title xml:lang="es"><![CDATA[Los currículos de la educación de la primera infancia y el problema de la experiencia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Sammy William]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Janete Magalhães]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UERJ  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UFES  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762025000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762025000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762025000100101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Discute os conceitos de experiência e infância, demonstrando como tais podem ajudar a pensar currículos mais potentes para a educação infantil. Elabora-se desde uma pesquisa cartográfica - inspirada no trabalho de Suely Rolnik e Felix Guattari - rabiscada a partir das redes de conversações tecidas com docentes da Educação Infantil Pública do Rio de Janeiro. Tece uma crítica à noção de campos de experiência (BNCC/Educação Infantil), afirmando como os devires-afetivos, imanentes a uma experiência coletiva de infância, problematizam a fragilidade dos modelos curriculares instituídos. Conclui que a ideia de experiência da infância - delineada a partir da leitura Deleuzeana da Ética de Espinosa - permite que os currículos da educação infantil se desdobrem desde as demandas singulares próprias ao ser da infância e que isso viabiliza a gênese de processos educadores-aprendentes mais potentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract It discusses the concepts of experience and childhood, demonstrating how they can help to think of more powerful curricula for early childhood education. It is elaborated from a cartographic research - inspired by the work of Suely Ronik and Felix Guattari - scribbled from the networks of conversations woven with teachers of Public Early Childhood Education in Rio de Janeiro. It makes a critique of the notion of fields of experience (BNCC/Early Childhood Education), stating how the affective devenirs, immanent to a collective childhood experience, problematize the fragility of the instituted curricular models. It concludes that the idea of childhood experience - outlined from Deleuze's reading of Spinoza's Ethics - allows the curriculums of early childhood education to unfold itself from the singular demands of the childhood being and that this enables the genesis of more powerful educator-learning processes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Discute los conceptos de experiencia e infancia, demostrando cómo pueden ayudar a pensar en currículos más poderosos para la educación de la primera infancia. Se elabora a partir de una investigación cartográfica - inspirada en el trabajo de Suely Rolnik y Felix Guattari - garabateada a partir de las redes de conversaciones tejidas con profesores de la Educación Infantil Pública de Río de Janeiro. Se hace una crítica a la noción de campos de experiencia (BNCC/Educación Inicial), planteando cómo los devenires afectivos, inmanentes a una experiencia infantil colectiva, problematizan la fragilidad de los modelos curriculares instituidos. Se concluye que la idea de experiencia infantil -esbozada a partir de la lectura de Deleuze de la Ética de Spinoza- permite que los currículos de la educación infantil se desarrollen a partir de las demandas singulares del ser infantil y que esto posibilita la génesis de procesos de aprendizaje-educadores más potentes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[infância]]></kwd>
<kwd lng="pt"><![CDATA[currículos]]></kwd>
<kwd lng="pt"><![CDATA[experiência]]></kwd>
<kwd lng="en"><![CDATA[childhood]]></kwd>
<kwd lng="en"><![CDATA[curriculums]]></kwd>
<kwd lng="en"><![CDATA[experience]]></kwd>
<kwd lng="es"><![CDATA[infancia]]></kwd>
<kwd lng="es"><![CDATA[currículos]]></kwd>
<kwd lng="es"><![CDATA[experiencia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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