Possible ways to write ourselves in curriculum - teacher education - science knowledge

We report on an international collaboration between three teacher educator writers and researchers. We present our ways of investigating and reflecting on our practice through writing and our writings as ways of investigating our researching on teaching and learning science. We borrow from Pasolini (1990) and Deleuze and Guattari (1977) to affirm the possibility of resisting with/in reflexivity as we try to rewrite experiences of teaching in a plane of deconstruction. In this communication, understanding teachig as communicative, dialogic, we present our questioning around the centrality of knowlegde in the discussion of curriculum and teacher education.