Learning as an affectation of the body: initial approaches to the study of scientific communication practices for children

Abstract This paper aims to contribute to the discussion of learning as an affectation of the body, from the analysis of scientific communication practices with children aged five and six years in the scope of the extension project Children's University of the Federal University of Minas Gerais. As a theoretical-methodological and analytical repertoire, the Actor Network Theory was explored. The analyses carried out gave visibility to learning that takes place not as an individual or mental process, but which instead emerges from relationships; a process centered not only on rationality, but also on the power of bodies to affect themselves, to sensitize themselves to differences. In the end, it is concluded that, based on this view of learning, the objective in scientific communication for children becomes less the dissemination of concepts, and - rather - more the construction of sensitive bodies that move, transform and discover themselves as producers of knowledge.