Displacing curriculum normativity through teachers’ autobiographical processes: A case study from Brazil

This text engages with discussions on curricular normativity and autobiographical processes, challenging prescriptive discourses and subject-centered perspectives. The objective is to underscore both the fallibility of normative processes and the dynamics at play when curricular practices intersect with life stories, thereby displacing essentialist and efficiency-driven propositions. It presents a brief experiential analysis of currere with undergraduate Pedagogy students in the context of Educational Management and Supervised Internship in Brazil. The contributions of autobiography are viewed not as a panacea but as a potent proposal to disrupt rigid, expected, and quantifiable outcomes. The focus on autobiography stems from a preference for theoretical production within the field, representing a commitment to understanding the interactions that bridge universities and schools. Curricular thinking, through an autobiographical and post-structural approach, can broaden studies, contributing to a more profound understanding of the school environment and the support of teachers and their experiences.