ABSTRACT
This article aims to explore the objectification and subjectification processes of /in school curricula in the interface with themes produced in the discourse fields of feminisms that tend to displace and broaden the democratic horizon in the educational field. It assumes the post-foundational epistemic stance and invests in the categories 'teaching knowledge', 'biographical subject', 'disciplined knowledge' in order to understand, in the midst of the strategies mobilized in the 'our daily curriculum', the effects of displacement in the curriculum-knowledge interface. It dialogues with the theoretical contributions of difference studies and biographical studies to produce a political reading of the curriculum that allows destabilizing historically hegemonized meanings in the educational field of the idea of 'rational autonomous subject', as well as problematizing the understanding of the term objectivity marked by conceptions metaphysics of 'neutrality' and 'truth'. As an empirical field, the article explores fragments of the narrative produced by a high school sociology professor whose curricular proposals are strongly crossed by the issue of difference. The analysis pointed, a permanent movement of reformulation of repertoires of lesson plans with the purpose of responding to the questions that emerge in the process of teaching-learning in the relationship with students, contingently displacing the understanding about the legitimate knowledge to be taught in his school discipline.
Keywords:
Curriculum; Feminisms; Teaching knowledge; Biographical subject; Post-foundationalism