ESTUDOS CURRICULARES COMO CONVERSAÇÃO INTERNACIONAL
notas do sul
DOI:
https://doi.org/10.22478/ufpb.1983-1579.2020v13n3.55434Palavras-chave:
Conversação Internacional, Estudos Curriculares, Internacionalização, HibridismoResumo
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.
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