Between crooked lines or a formation through research with children and their learnings

Abstract

This text resonates some of the activities produced in the master's thesis entitled Between childhoods, narratives and delusions: out of school, out of mathematics, out of risk ..., in which we propose to produce narratives with children aged 4 and 5 who attended pre-school, in Early Childhood Education. We looked for dialogues with childhood that would help us to understand how these children experience / occupy the school space and how they relate and mean what we call mathematics in that space. Thus, based on some of the lines drawn in this work, we chose to discuss, in this space, the approximations between research and discussions about coloniality and decoloniality, in a movement of formation through research with children and, with that, also expose learnings that jump in a research context of this nature, seeking to foster a discussion around theoretical and methodological choices that cover demands about childhood, narratives and research. In addition, by highlighting some potentialities of research with children, perhaps we can echo possibilities for a decolonial formation, between crooked lines.