Lines of force in curriculum theories: between trees and rhizomes

Abstract

The objective of the text is to problematize the relationships between the lines of force that influence contemporary curricular educational thinking, taking as a reference the Deleuze-Guattarian philosophical contributions, specifically the concepts of arboreal and rhizomatic. The categories curriculum, foundations, principles and lines of force are highlighted. Discusses the possibility of thinking about the concept of rhizome, applied to post-critical curricular theories. As a result of the analysis carried out, it is highlighted that post-critical curricular theories, through their principles and lines of molecular forces and escapes, promote a break with arboreal models present in the foundations of traditional and critical curricula. Rhizomatic thinking, averse to structures, offers a multiple, heterogeneous and critical approach to hierarchical thinking.