Self-portrait instead of a mirror: curriculum, autobiography and difference

ABSTRACT 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.