<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2025000401662</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.25.087.ds01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Interações e brincadeiras: o currículo das infâncias como experiências do &#8220;não ver&#8221;]]></article-title>
<article-title xml:lang="es"><![CDATA[Interacciones y juegos: el currículo de las infancias como experiencias del &#8220;no ver&#8221;]]></article-title>
<article-title xml:lang="en"><![CDATA[Interactions and play: childhood curriculum as experiences of the 'unseen']]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camoes]]></surname>
<given-names><![CDATA[Maria Clara de Lima Santiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Frangella]]></surname>
<given-names><![CDATA[Rita de Cássia Prazeres]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2025</year>
</pub-date>
<volume>25</volume>
<numero>87</numero>
<fpage>1662</fpage>
<lpage>1676</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2025000401662&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2025000401662&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2025000401662&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo propõe uma reflexão sobre o currículo da Educação Infantil a partir das noções de acontecimento, desconstrução e experiência, dialogadas com as obras de Jacques Derrida e Clarice Lispector. A epígrafe de Memórias de Cego, de Derrida, e os fragmentos de Água Viva, de Lispector, evidenciam uma escrita marcada pelo &#8220;não ver&#8221; e são tomados como metáfora para a imprevisibilidade que constitui os currículos vividos com as infâncias. Voltamo-nos para as políticas curriculares da educação infantil mais recentes - Diretrizes Curriculares Nacionais da Educação Infantil (DCNEI, 2009) e a Base Nacional Comum Curricular (BNCC, 2018) - nelas se evidencia a centralidade das interações e brincadeiras como eixos estruturantes da prática pedagógica na Educação Infantil, como possibilidade de problematizar a forma como tais elementos podem ser capturados por uma lógica prescritiva. Noutra direção, argumentamos em favor de currículo como acontecimento imprevisível, movimentos de alteridade, e processos de subjetivação que escapam à normatividade, associando-o à metáfora da &#8220;escrita cega&#8221;, de Derrida, como potência para pensar um currículo que se faz no encontro com o outro e no inesperado - não como erro, mas como gesto criador. Da mesma forma, o fluxo descontínuo e não linear da escrita de Clarice Lispector é convocado como imagem de um currículo inventivo, aberto à diferença, e à multiplicidade de infâncias, como convite ético e estético para pensar a escola como espaço de experiências partilhadas, onde as interações e brincadeiras, assim como o currículo, funcionam como atos de invenção, resistência e expressão das diferenças.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo propone una reflexión sobre el currículo de la Educación Infantil a partir de las nociones de acontecimiento, desconstrucción y experiencia, en diálogo con las obras de Jacques Derrida y Clarice Lispector. La epígrafe de Memorias de ciego, de Derrida, y fragmentos de Agua Viva, de Lispector -donde se evidencia una escritura marcada por el &#8220;no ver&#8221;- son tomados como metáfora de la imprevisibilidad que constituye los currículos vividos con las infancias. Retomamos las políticas curriculares más recientes para la educación infantil -las Directrices Curriculares Nacionales para la Educación Infantil (DCNEI, 2009) y la Base Nacional Común Curricular (BNCC, 2018)- donde se evidencia la centralidad de las interacciones y los juegos como ejes estructurantes de la práctica pedagógica en la Educación Infantil, como posibilidad de problematizar la forma en que tales elementos pueden ser capturados por una lógica prescriptiva. En otra dirección, argumentamos a favor de un currículo como acontecimiento imprevisible, movimientos de alteridad y procesos de subjetivación que escapan a la normatividad, asociándolo a la metáfora de la &#8220;escritura ciega&#8221; de Derrida, como potencia para pensar un currículo que se construye en el encuentro con el otro y con lo inesperado -no como error, sino como gesto creador. Del mismo modo, el flujo discontinuo y no lineal de la escritura de Clarice Lispector es convocado como imagen de un currículo inventivo, abierto a la diferencia y a la multiplicidad de las infancias, como una invitación ética y estética para pensar la escuela como un espacio de experiencias compartidas, donde las interacciones y los juegos, así como el currículo, funcionan como actos de invención, resistencia y expresión de las diferencias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article proposes a reflection on the Early Childhood Education curriculum based on the notions of event, deconstruction, and experience, in dialogue with the works of Jacques Derrida and Clarice Lispector. The epigraph from Memoirs of the Blind, by Derrida, and fragments from Água Viva, by Lispector - which reveal a writing marked by &#8220;not seeing&#8221; - are taken as a metaphor for the unpredictability that constitutes the curricula lived with childhoods. We return to the most recent curriculum policies for Early Childhood Education - the National Curriculum Guidelines for Early Childhood Education (DCNEI, 2009) and the National Common Curricular Base (BNCC, 2018) - where the centrality of interactions and play as structuring axes of pedagogical practice in Early Childhood Education is emphasized, as a possibility to question the way these elements may be captured by a prescriptive logic. In another direction, we argue in favor of a curriculum as an unpredictable event, movements of otherness, and subjectivation processes that escape normativity, associating it with the metaphor of &#8220;blind writing,&#8221; from Derrida, as a potential way to think of a curriculum built in the encounter with the other and the unexpected - not as error, but as a creative gesture. Likewise, the discontinuous and non-linear flow of Clarice Lispector&#8217;s writing is called upon as an image of an inventive curriculum, open to difference and to the multiplicity of childhoods, as an ethical and aesthetic invitation to think of the school as a space of shared experiences, where interactions and play, as well as the curriculum itself, function as acts of invention, resistance, and expression of differences.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículos]]></kwd>
<kwd lng="pt"><![CDATA[Infâncias]]></kwd>
<kwd lng="pt"><![CDATA[Interações]]></kwd>
<kwd lng="pt"><![CDATA[Brincadeiras]]></kwd>
<kwd lng="pt"><![CDATA[Experiência.]]></kwd>
<kwd lng="es"><![CDATA[Currículos]]></kwd>
<kwd lng="es"><![CDATA[Infancias]]></kwd>
<kwd lng="es"><![CDATA[Interacciones]]></kwd>
<kwd lng="es"><![CDATA[Juegos]]></kwd>
<kwd lng="es"><![CDATA[Experiencia.]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Childhoods]]></kwd>
<kwd lng="en"><![CDATA[Interactions]]></kwd>
<kwd lng="en"><![CDATA[Play]]></kwd>
<kwd lng="en"><![CDATA[Experience.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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