Larissa Monique de Souza Almeida Ribeiro^1,, Luiz Artur dos Santos Cestari²

This article is a call to reflect on some of the changes made to schools through the policy of extending elementary grade school to a nine-year period, which includes the six year old child and reorganizes the period and the school spaces through a suggested proposal for the curriculum and put the discussion of childhood in school on the agenda. Its main objective is to follow up the child in the curricular movements of the Centro Educational Senador João Calmon, a school in the initial years of elementary grades education located in the Jequié County, State of Bahia, after the implantation process and implementation of the Nine-Years Elementary School Teaching. The methodological contribution is inspired on cartographic research, on the possibility of processes accompanying of subjectiveness, in an attempt to aim the singular processes that make up the subject. In this sense, movements were carried out with the help of research devices, field diaries, conversations and story-making up workshops. In order to do so, it is argued that children’s ways of life are made up by the curriculum, being necessary the discussion about the ordinations and routines, but also about the multiplicities of the rhizomes and the movements with the rhizomatic curriculum, curriculum that is not located on the prescribed document, but which is constructed as a difference.

curriculum, difference, nine-years elementary grade school, childhood