ABSTRACT
The article focuses the debate on knowledge in the curriculum field, arguing that the conflict over this name marks the dynamism of a given curricular thought response that seeks to control what is read as lacking in itself, the otherness. Initially, with the contribution of the studies by Derrida and Laclau, it interprets policy as constituted through contingent processes of subjectivation in relation to otherness. In the following section, it discusses productions considered iconic in the field of curriculum, highlighting the tensions involved in the meaning of knowledge and how such conflicts tend to limit debate in the field. It concludes by highlighting that the reiteration of knowledge as property projects a binarism in curricular thinking, through the view of knowledge as data or as related to the subject-producing experience. It argues that this dynamic outlines a curricular subjectivation that aims to close the meaning of itself via control of the other.
KEYWORDS
curriculum theory; knowledge; deconstruction; discourse theory