Curricular and pedagogical hibridization processes in Ibero-America

Abstract

The aim of this work was to conduct an initial analysis of the pedagogical and curricular hybridism that occurred in Ibero-America. To this end, an outline of the processes that took place until the first decades of the 20th century in Argentina, Chile, Brazil, Colombia, Spain, and Mexico was made. Thus, five hybridization processes were identified in the field of curriculum, related to the adoption of the terms “curriculum”, “currículo”, “curículum” and “plan de estudios”. These processes originated with the translation of Ralph W. Tyler’s book, an example of curriculum planning, the emergence of the critical theory and post-critical theory. It was concluded that the curricular hybridism that occurred in Latin America was not uniform and followed different processes.