AUTOBIGRAPHIC NARRATIVES AND THE QUESTION OF SUBJECT: ARTICULATIONS IN THE FIELD OF CURRICULUM

Abstract

This text has the goal of contributing with the theoretical reflection in the field of Curriculum about the heuristic potentiality of the articulation between autobiographic studies and the contemporary debate about the subject category in the scope of pos-foundational comprehensibility picture. The proposed analysis consists in exploring investigating clues that allow some aporias to work that cross the curriculum reflections. It is about, more specifically, focusing on those that take us to the challenge of operating in a non-binary way with understandings of ‘knowledge subject’, ‘demand subject’, and

‘desire subject’ when positioned as teachers and/or students in specific discursive contexts. From de analysis of the academic production accumulated in the past five years in the fields of Curriculum – and socialized in periodicals qualified in the educational area – involving in a general way processes of subjectivity, this text invests in the defense of the analytical power of the ‘biographical subject’ category for curriculum theorizations. As a possibility of confrontation of binarisms that abound the fixation of meanings of teaching profession, teaching, and learning the political and epistemological power of this category consists in the fact that its use allows simultaneously amplifying the understanding of the significant ‘reason’, operating with the difference as a field of significance, and recognizing the importance of recognition of the condensed historicity in bodies of individuals for the production of analysis of the social without, nevertheless, reassuring a transcendental subjectivism and/or a positivist subjectivism.