CURRICULAR STUDIES AS INTERNATIONAL CONVERSATION
notes from the south
DOI:
https://doi.org/10.22478/ufpb.1983-1579.2020v13n3.55434Keywords:
International Conversation, Curricular Studies, Internacionalization, HybridismAbstract
Situating in what we call Latin American existential hybridism, this text represents one of the "efforts of the area to extend its academic conversation beyond the national borders in which it is practiced" (Pinar, 2006, p. 165) placing it in the center the concern with the trends in the networks of knowledge circulation on a planetary level of what is called “epistemic violence” (Spivak) or curricular “epistemicide” (Santos, 2014, Paraskeva, 2016). Thus, what we could call as a curricular field in Latin America enters this international conversation, aware of its hybrid character, a crossbreed field, which seeks to displace the internationalization movement of curricular studies, fighting against a propensity to normalize “linguistic, cultural and racial differences under the authorized canon of Euro-American rationality” (Ropo and Autio, 2009, p. 3), inscribing the concepts of conversation and intercultural dialogue at the center of the international conversation on curriculum.
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