Abstract
This chapter analyzes educational and academic mobility in field of curriculum studies, as a step away from the category of educational transfer. The field of curriculum studies in Brazil has been characterized by an intense process of internationalization, which is considered to be a new paradigm. The general objective of this chapter is to analyze internationalization and mobility in relation to curriculum theory, considering the field as a space where “complicated conversations” occur. This chapter intends to defend the place for an idea, which is, in short, the potentiality of curriculum theory in Brazil to be regarded as a territory for counter-hegemonic discourses and actions on internationalization. We have analyzed a few researchers’ opinions on this ermerging issue, collected from interviews and some of their publications. We infer from this conversation that some of the main suggested strategies for internationalization are the integration of international and local research, events, debates, and joint publications that would gather curriculum researchers from different parts of the world, while trying to avoid any sort of search for homogeneity.
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Notes
- 1.
All the translations from Portuguese have been made by the authors.
- 2.
Although we are aware of the studies on post-colonial theories that question the use of binary terms like Developed and Non-developed countries, First and Third Worlds, Central and Peripheral Countries, we have decided to maintain such terms on the basis of the socio-economic, political, and cultural aspects in which they were historically created.
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Moreira, A.F.B., Ramos, R.K. (2019). Curriculum Theory in Brazil: A Path in the Mists of the Twenty-First Century. In: Hébert, C., Ng-A-Fook, N., Ibrahim, A., Smith, B. (eds) Internationalizing Curriculum Studies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-01352-3_4
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