Beyond the Sheet of PaPer - Children’S PhotograPhiC CartograPhieS

This article aims to present selected findings from a Master’s thesis that, drawing on lines of flight and heterotopias created by children, sought to rethink inclusive pedagogical practices in Early Childhood Education. In this sense, it reflects on the discourses and practices of normalization embedded in inclusive pedagogical practices that are intrinsic to everyday routines, such as the excessive use of worksheets as pedagogical tools, to the detriment of lived experiences. The study is grounded in the Philosophy of Difference and the Philosophy of Childhood and, methodologically, is structured as a research report based on children’s photographic cartographies. The findings show how children’s free access to cameras and other aesthetic experiences in inclusive educational contexts raises critical questions about the potentialities and effects of pedagogical practices guided by the principle of the norm, as well as practices grounded in/with difference (disabled alterity). These children’s cartographies provide both impetus and inspiration to rethink practices and ways of thinking about inclusion in early childhood.

KEYWORDS:
Norm; Valuing differences; Educational inclusion; Early Childhood Education; Photographic cartography.