The present work has as a goal to investigate the modes of subjectivation working in the curriculum of the Programa de Capacitação de Multiplicadores/as em Gênero e Políticas Públicas, proposed by Federação de Órgãos para Assistência Sócio Educacional (FASE). Adopting as a theoretical reference the studies in the curriculum field and the gender relations produced by authors as Tomaz Tadeu da Silva, Alfredo Veiga-Neto, Jorge Larrosa, Guacira Louro e Judith Butler, inspired in a great part in Michel Foucault‟s reference book, the notion of curriculum is assumed as a discursive practice crossed by can-know relations and involved in subjectivation processes that intend to transform people in subjects patenting the dimension of gender relations. The analysis of the ways of subectivation working in the capacitating program is made as a source the documents that subsidize its education practices. By a Foulcault‟s view these documents have its statement and its discursive ways correlatives described considering and problematizing the can-know relations that are involved. As a result is evident the productive side of the investigative curriculum making work the modes of subjectivation as government‟s strategy of investment that shows how the gender relations must be and in what way the person has to transform themselves in order that these relations are reached.Assistência Sócio Educacional (FASE). Adopting as a theoretical reference the studies in the curriculum field and the gender relations produced by authors as Tomaz Tadeu da Silva, Alfredo Veiga-Neto, Jorge Larrosa, Guacira Louro e Judith Butler, inspired in a great part in Michel Foucault‟s reference book, the notion of curriculum is assumed as a discursive practice crossed by can-know relations and involved in subjectivation processes that intend to transform people in subjects patenting the dimension of gender relations. The analysis of the ways of subectivation working in the capacitating program is made as a source the documents that subsidize its education practices. By a Foulcault‟s view these documents have its statement and its discursive ways correlatives described considering and problematizing the can-know relations that are involved. As a result is evident the productive side of the investigative curriculum making work the modes of subjectivation as government‟s strategy of investment that shows how the gender relations must be and in what way the person has to transform themselves in order that these relations are reached.
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