Self-portrait instead of a mirror
Curriculum, Autobiography and Difference
Bibliographic Data
| ID | 4283583 |
|---|---|
| Authors | Viviane Viana De Souza (0000-0002-6542-9057, Universidade do Estado do Rio de Janeiro e Colégio Pedro II, Brasil, corresponding author) |
| Year | 2025 |
| Volume | 30 |
| Publication date | 2025-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Revista Brasileira de Educação (JOURNAL) |
| Journal identifiers | ISSN: 1413-2478 • E-ISSN: 1809-449X |
| Publisher | FapUNIFESP (SciELO) (PUBLISHER) |
| DOI | 10.1590/s1413-24782025300061 |
| OpenAlex | W4414053782 |
| SCIELO_PID | S1413-24782025000100241 |
| Language | EN |
| References cited | 4 |
The work addresses the question of the autobiographical subject in education research, erased by post-structural lenses, focusing on the relationships with the images of women artists in the curriculum, in an autobiographical bias, but expanded to the imagery dimension. I dialogue with the authors Judith Butler, Donna Haraway, Michel Foucault and others in the field of education and feminist theory. I work with the concepts of framing, subject knowledge and located knowledge, arguing as to how an autobiographical approach, understood more as a self-portrait than a mirror, can make us rethink the frames/framings of reference involved in the processes of subjectivation and self-reports. I argue that a writing that is chafed with disruptive works by women artists can create dissident visualities in unpredictability, in the face of normative understandings in curriculum and teaching
Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms
| Citation velocity | historical |
|---|---|
| Highly cited | No |