ESTUDOS CURRICULARES COMO CONVERSAÇÃO INTERNACIONAL

notas do sul

Autores

DOI:

https://doi.org/10.22478/ufpb.1983-1579.2020v13n3.55434

Palavras-chave:

Conversação Internacional, Estudos Curriculares, Internacionalização, Hibridismo

Resumo

Situando-se no que denominamos como hibridismo existencial latino-americano, este texto representa mais um dos "esforços da área para estender sua conversação acadêmica para além das fronteiras nacionais em que é praticada" (Pinar, 2006, p. 165) colocando no centro a preocupação com as tendências nas redes de circulação do conhecimento em nível planetário do que se denomina “violência epistêmica” (Spivak) ou “epistemicídio” curricular (Santos, 2014, Paraskeva, 2016). Desse modo, o que poderíamos chamar como campo curricular na América Latina entra nessa conversação internacional, ciente de seu caráter híbrido, um campo mestiço, que busca deslocar o movimento de internacionalização dos estudos curriculares lutando contra uma propensão a normalizar “diferenças linguísticas , culturais e raciais sob o cânone autorizado da racionalidade euro-americana ”(Ropo e Autio, 2009, p. 3), inscrevendo os conceitos de conversação e diálogo intercultural no centro da conversação internacional sobre currículo.

Métricas

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Biografia do Autor

Daniel Johnson Mardones, Universidade do Chile, Chile.

Doutor em Educação e membro do corpo docente do Departamento de Educação da Faculdade de Ciências Sociais da Universidad de Chile na área de teoria curricular e desenho curricular.

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Publicado

2020-10-10

Como Citar

MARDONES, D. J. . ESTUDOS CURRICULARES COMO CONVERSAÇÃO INTERNACIONAL: notas do sul. Revista Espaço do Currículo, [S. l.], v. 13, n. 3, p. 345–352, 2020. DOI: 10.22478/ufpb.1983-1579.2020v13n3.55434. Disponível em: https://periodicos.ufpb.br/index.php/rec/article/view/55434. Acesso em: 7 dez. 2021.