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This article starts from the following question: how does playing enable learning from experiences that children create to escape the routines and prescriptions of the curriculum? To bring problematizations from this question, we developed an ethnographic investigation from a post-critical perspective in a municipal public school. The argument developed here is that children experiment, invent and create ways to play to escape the routine of school curricula, and thus learn by playing and play by learning. Based on the experiences that children themselves are exposed to, we understand that by exposing ourselves to the good affections they allow us to have, we also need, as teachers, to invent other times, intervals, durations, extensions to proliferate learning in school curricula, which escape of the rigidity and control given by the normative prescriptions that constitute many curricula. [ABSTRACT FROM AUTHOR]

In this article, we start from the paths of a Doctoral thesis that explored the functioning of a curriculum in cyberspace, mobilizing methodological tools with elements of netnography and Foucauldianinspired discourse analysis, from a post-critical perspective. Here, our focus will be to describe how, by mobilizing these tools, we analyzed a set of videos published in the investigated curriculum. This action composes the methodological effort to consolidate an epistemological field of how to operate when analyzing the functioning of a non-school cultural curriculum. What we systematize here is not a prescription for the repetition of a formula, but seeks to function as inspiration and contribution in the construction of methodologies for curricular experimentation and invention. [ABSTRACT FROM AUTHOR]

In this text, inspired by the post-critical perspective of curriculum and post-structuralist authors, we seek to explore the functioning of the LGBTQI + Resistance for Democracy group curriculum, organized on Facebook. Considering the discursive plot of this curriculum and its relations of knowledgepower around homosexualities, we show that there is a call to think in another way to become a subject other than himself. We mobilize the curricular sayings to show that there is an investment in the othering, in the insistence of questioning, this being the most common dynamic in this curriculum, that is, betting much more on the questions than on the answers, as a form of problematization, of taking the subjects to think and act differently. Thus, the main argument developed in the article is that resistances, in this curriculum, happen when it is possible to question and move thought in order to know in a different way what is already put, given and in the order of the true, which as an effect enables the other. We say then that this curriculum not only produces forms of knowledge that imply the demand for a certain type of subject, but, immediately, it implies that subject is willing to ignore it. [ABSTRACT FROM AUTHOR]