Curriculum of Early Childhood Education and Commemorative Dates: What they say professionals and children, aims to know and understand what they say about the curriculum from kindergarten children and adults working in exclusive schools for early childhood education and schools of elementary school who have Early Childhood Education classes. The children were heard in free activities, in activities directed by teachers and specific discussion of the research wheels. The professionals were heard in informal talks and a news conference. Live conservative and current conceptions of childhood and childhood education that impact in practice. Coexisting concepts and differentiated practices in the research network that may bring new ways for Early Childhood Education. The curriculum centered on dates is present, but not just as something natural and untouchable. The thesis is organized into four chapters. The first exposes the historical and ideological construction which derives the curriculum oriented holidays. The second chapter presents interviews with four specialists in the areas of curriculum and Early Childhood Education to understand the conditions that led to the inclusion and permanence of this curriculum. In the third chapter presents authors who support the theoretical and methodological choices of the research; cultural-historical perspective, Mikhail Bakhtin and Walter Benjamin, the sociology of childhood Qvortrup, Sarmento, Corsaro and philosophy, Kohan; the paths taken, the researched school system, schools and their subjects. The fourth chapter brings the word of children and adults, observation, conversation circles with children, the press conference with professionals. The conclusions and notes reaffirm the power of each subject, which takes place in the encounter with the other, the otherness process that constitutes us as we open this meeting infinitely training and inconclusive.