Teacher insurgencies in the curriculum and the production of the thought of difference

Abstract

ABSTRACT This paper aims to show that reflections/actions produced by teachers in their pedagogical practice contribute to the production of a kind of thought in the school curriculum that goes beyond the captivity of the representation. The analysis has stemmed from research conducted through semi-structured interview with teachers from a state public school. The analysis of the teachers’ statements is aligned with the post-structuralist perspective and shows how the reflections/actions produced by them give rise to/rise up a thought of difference in the curriculum, as they put us face to face with the limits of essentialism and universalisms of the representational thought.