Teoría Curricular Itinerante (ICT): Una teoría popular frente al ethos epistemicida del campo
DOI:
https://doi.org/10.19137/praxiseducativa-2026-300120Palabras clave:
teoría crítica, curriculum epistemicida, eugenesia, teoría curricular itineranteResumen
El campo de los estudios curriculares sufre de un evidente impasse teórico. Este impasse ha sido atribuido en parte a la ola de triunfalismo neo- liberal que ha masacrado la educación del hemisferio con políticas y prácticas que reducen la pedagogía a una praxis instrumentalista directamente asociada con los sedientos deseos y necesidades del mercado. Sin embargo, otra parte sustancial de ese impasse- no muy explorada en nuestros ámbitos académicos - se relaciona con el aparente fracaso de muchos de los enfoques críticos y pos-críticos. La combinación de estos dos ejes - completamente antagónicos - han contribuido a la naturaleza epistemicida del currículum. El corazón de este artículo es un llamado a los académicos del campo a combatir ese impasse, desterritorializando sus enfoques y comprometiéndose con una postura itinerante para atender la inabarcable diversidad de tradiciones epistemológicas, desinstalando la naturaleza eugénica de nuestro campo - su teoría y desarrollo. El artículo también explora algunos obstáculos significativos que los impulsos contra-hegemónicos enfrentan en el campo. En este sentido, el artículo devela los desafíos que implican la construcción de una plataforma crítico-hegemónica. Nos proponemos un elogio al compromiso colectivo con una teoría del currículum itinerante como una teoría popular hacia la justicia social y cognitiva.
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