ABSTRACT
This text aims to revisit the notion of “teacher knowledge” from post-foundational social and political theory. It is part of a movement to unfold the dialogue with academic production - accumulated over two decades in the Brazilian educational field - which operates with this expression, offering another bid in disputes over its definition. It is an intellectual exercise that evidences and explores the effects of choosing the privileged theoretical approach in the analysis of matters concerning the professional teaching culture. The text is organized around two axes of reflection and interpretation corresponding to the processes of objectification and subjectivation that are articulated in the structuring of teaching degree curriculum. The essay lists theoretical challenges and research clues that contribute to reaffirming the “teacher knowledge” category as a powerful reading key to understanding these processes.
KEYWORDS:
teacher knowledge; teaching degree curriculum; post-foundational theory