For a Curricular Thought of Multiplicity

Denaturalizing the Modern Subject through Cracks, Affects, and Experiences

Abstract

In this article, drawing on post-structuralist frameworks, we seek to outline alternatives for curriculum studies by challenging the modern ideals of subjectivity. We adopt a qualitative, bibliographic, and theoretical-conceptual approach, based on the reading and articulation of works in curriculum studies, post-structuralism, and neo-Deleuzian perspectives. We begin by briefly presenting the very process of construction and deconstruction of the centered, unitary, identical, and essentially rational and conscious subject. Next, with the support of key reference works, we aim to demonstrate the strength of this ideal within both efficiency-oriented and critical curricular theories. We then present post-structuralist thought as an approach capable of re-signifying some of the meanings most commonly attributed to educational processes through the proposal of a relational ontology. Finally, we explore curricular and educational alternatives that arise from this notion of relationality, drawing on neo-Deleuzian authors: posthumanism, affectivity, minor education, and experience.