Teacher insurgencies in the curriculum and the production of the thought of difference

ABSTRACT This paper aims to show that reflections/actions produced by teachers in their pedagogical practice contribute the production of a kind thought school curriculum goes beyond captivity representation. The analysis has stemmed from research conducted through semi-structured interview with state public school. teachers’ statements is aligned post-structuralist perspective and shows how them give rise to/rise up difference curriculum, as they put us face limits essentialism universalisms representational thought.