One and other things that inspire children's look at nature – children, relationships, times and spaces without borders.
Relations. Children. Nature. Rhizomes
This research takes place among the children's daily relationships in their experiences with nature, with the researcher, with the school and the spaces through which the research is revealed. The researcher begins the experience with children from 4 (four) to 5 (five) years old at the Municipal Center for Early Childhood Education in Ji-Paraná. To slide through the research, a rhizomatic approach is adopted, where spaces for schizo-learning are created, as well as collaborative meetings with authors from childhood, and the following join the conversation: Agamben (2005), Barros (2010), Chisté (2015) , 2015), Deleuze and Guattari (1997), Kohan (2011), Kastrup (2000, 2001, 2007, 2015), Larrosa (2004), Leite (2011) Gallo (2019 Chisté (2015), Cammarota ( 2021), Oliveira (2022). In the composition of writing, cartography is presented as a methodological mode, since, with cameras in hand, children enhance experiences, with their discoveries and imagery productions. As rhizomes their curiosities seek other places, and through these oddities they map, creating maps and in the lived experiences, the becoming-child happens.