ABSTRACT
The article presents cartographic fragments of experiences created by teachers and children from early childhood education centers in the city of Vitória/ES, who, driven by a policy of joy, invent possibilities of resistance to policies of centralization and curricular standardization, opening gaps for new curricular inventions. It questions the strength of the joy constituted in school collectives, which are engendered together with daily rituals, norms and prescriptions of life, timed and hierarchical times, questioning the effects of power technologies and their functioning on the bodies of ordinary everyday practitioners schoolchildren. Betting on the insurrection of bodies as a possibility of disengaging the games of truth policies, which try to fix us in a single model, under the surveillance and control of standardized assessments, quality index meters and awards based on productivity. It concludes that stating that inventing policies of joy in schools is to create spaces for conversations, with the signs of the arts as triggers of thoughts that can move collective resistances and curricular inventions.
Keywords:
Resistances; Policies of joy; Curricular inventions; Cartographies; School life