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This text draws upon the concept of internationalization in Curriculum Studies to self-reflect on the existence and possibilities of Latin American curriculum thinking. I think of internationalization not just as a moment of the U.S. field but also as a dimension of Curriculum Studies thought from a planetary horizon. Therefore, grounding my understanding of internationalization as a dimension of the field of curriculum here by juxtaposing the historical development of the field in the United States in relation to Latinoamérica, I would like to suggest again that the next step to building an international field of curriculum studies is enlarging the conversation beyond its Anglo-Saxon and European influences. My work may be understood as an attempt to bring the Latin American educational tradition more strongly into the international conversation that is now Curriculum Studies. In doing so, I am, to some extent, rejoining two educational traditions, the Latina American and the Anglo-American, to continue a conversation already begun in the 1970s but interrupted since then., TCI (Transnational Curriculum Inquiry), Vol. 14 No. 1-2 (2017): Special Issue: Voices, Tensions and Perspectives of Curriculum

This paper draws on the internationalization of Curriculum Studies as an underway process since the very beginning of the reconceptualization of the field in the United States. In that context, the work focused on the inspiring influence of Paulo Freire found in the seminal writings and main scholars who conducted that process. Freire’s concept such as conscientizacao, humanizing education, liberating education are important concepts in which these scholars elaborate to talk back to the mainstream of the field conceived exclusively as curriculum development. Freire’s work was also a taking back to that rationale that had arrived in Latin America in the 1960’s as a new educational technology. Freire’s Pedagogy of the Oppressed appeared strongly influencing the US reconceptualization of the field. The reconceptualized field of curriculum was also international from the start., TCI (Transnational Curriculum Inquiry), Vol. 12 No. 1 (2015): Elusive Curriculum

Este trabajo presenta algunas reflexiones acerca del desafío de formar ciudadanos interculturales en un mundo global. La perspectiva disciplinaria es la de los estudios auriculares. La globalización ha visibilizado la crisis de lo nacional como unidad de prescripción y análisis en el campo curricular, alterando las relaciones local-nacional-global. Desde este punto de vista se argumenta que el reconocimiento de nuestras sociedades como sociedades multiculturales requiere la formación de ciudadanos interculturales. Esto es, ciudadanos capaces de interactuar democráticamente en contextos crecientemente multiculturales.

Este trabajo presenta algunas reflexiones acerca del desafío de formar ciudadanos interculturales en un mundo global. La perspectiva disciplinaria es la de los estudios auriculares. La globalización ha visibilizado la crisis de lo nacional como unidad de prescripción y análisis en el campo curricular, alterando las relaciones local-nacional-global. Desde este punto de vista se argumenta que el reconocimiento de nuestras sociedades como sociedades multiculturales requiere la formación de ciudadanos interculturales. Esto es, ciudadanos capaces de interactuar democráticamente en contextos crecientemente multiculturales. This work presents some reflections about the challenge of educating intercultural citizens in a global world. These reflections are conducted from the perspective of the curriculum studies. The crisis of the national as the unit of prescription and analysis has been made more visible by the globalization. From this point of view, I argue that the acknowledgement of our societies as multicultural requires the formation of intercultural citizens. A citizen able to interact democratically in contexts increasingly multicultural is a intercultural citizen.