childhood, experience and education: notes from reflections on childhood

This article brings reflections that involve childhood and experience from the area of education and, particularly, the considerations about research with young children and early childhood education. The notes impose limits on this place of study and delimits these as part of a criticism and self-criticism of education and the possibilities of consolidation of a Pedagogy of Childhood. In this direction, the article considers the analysis of the meaning of experience for the main educational theories or educational projects for childhood education, in order to lead to a demarcation of the contours of the educational experience in the institutionalized childhood. To do so, it presents some elements related to the educational experience as a social experience based on empirical studies that give visibility to the actions of children as part of their lives in children's collectives. Finally, it indicates as challenges for the possible consolidation of a Pedagogy of Childhood an approach of Pedagogy to children's manifestations, the child in situation and the possibilities of the educational processes if they are based on listening, dialogue and relationships, making it possible to include in practices educational, the meanings produced by the children themselves in their life contexts and their cultural and expressive manifestations.