CAN KNOWLEDGE OBJECTS HAVE THE WRONG ADDRESS?

curricular distinctions and citizenship to come

Abstract

In this theoretical positioning text, assuming an epistemological and post-structural political perspective, we seek to develop a critical argument about the significance of objects of knowledge in the curricular policy of Natural Sciences, in the Brazilian National Curriculum (BNCC), as an objective sending to the other, capable of being only understood in the curricular activities of the educational relationship. Along this path, by mobilizing Derridian philosophical notions such as destinerrance, différance, hospitality, alongside various post-structuralist metaphors from the field of curriculum such as text, transformative network and complicated conversation, we discuss the deterministic and instrumental link between learning objects of knowledge and social conduct via the meaning of citizenship in the BNCC, trying to deconstruct the discourses of control of the other in the relations of production of meanings and knowledge in schooling. By exploring the way in which philosophical notions and post-structural curricular theories allow us to give new meaning to the relationship between the subject and knowledge in the curriculum, thinking of them as destinerrant sendings whose indeterminacy plays a constitutive role in the educational relational structure itself, it is argued that the perspectives worked on not only provide criticism of the deterministic and prescriptive rationalities of the curriculum expressed in the Natural Sciences policies at BNCC, but also allow the opening of the formative perspectives of citizenship to indeterminacy, the unpredictable, the to come, forging space for the emergence of difference in the curriculum.