Curriculum public policies: autobiography and relational subject
DOI:
https://doi.org/10.5212/PraxEduc.v.13i3.0018Abstract
The inspiration for this text comes from an ‘intervention’ research project that is being carried out in public schools, in which we argue that public policies in curriculum do not need to be, nor should be, centralized. Throughout the project and in this text, we dialogue with a long tradition of autobiographical studies in the field of curriculum and teacher education. We argue that many of these studies, despite bringing to the discourse of education policy terms linked to the world of life and subjectivities, operate with a metaphysical notion of subject and a belief in conscious reflection as a guarantee of improvement of a subjective experience. In poststructural bases, complicated by neomaterialism, we defend the potentiality of an ontology of the relational subject for autobiographical research and, with it, we conceptualize our version of ‘intervention’.
Keywords: Curriculum. Autobiography. Poststructuralism.
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