The relationship between subject/knowledge in science education curriculum policies in recent times: post-str0uctural contributions to the debate

ABSTRACT From a more significant incorporation of post-structural theories into the curriculum field in recent years, this theoretical essay aims to contribute debate around relationship between subject/scientific knowledge science-education policies. It seeks explore its resonance meaning what came be considered “scientifically educated” subject. Which pedagogical and curricular frameworks have been producing identity subject “educated science” policies? What can contributions post-structuralist movement on when defining it means scientifically educated? To discuss objective questions, I decided go through different records Science Education area, without intention exhaustion, bringing some aspects that characterize scenario training policies field. mainly focus those related scientific knowledge’s role forming subject’s identity. Dialoguing with Judith Butler (2015), Gert Biesta (2013), Stuart Hall (2006), Lopes Macedo (2011), Laclau Mouffe among others, is defense narratives open difference disagreement