ABSTRACT
This article discusses the concept of curriculum from two aspects: the theory of the Itinerant Curriculum and the proposal that we make in this essay on a Constituent Curriculum. We begin the discussion by placing the curriculum in the current context of curriculum policy in Chile. Next, we explain the meaning of the Itinerant Curriculum as a possible framework for a Constituent Curriculum, dismantling the epistemological and discursive orthodoxy with which the curricular canon is fed and supported. After that, we stop at the description of the popular uprising that began at the end of October 2019 in Chile and the constituent process to which it has given rise, linking it with the tradition of constituent movements in the history of Chile, which confronted constituted power and sovereign instituting power. From these references and traditions, we place the need and importance of supporting the idea of a Constituent Curriculum as an example of an Itinerant Curriculum.
KEYWORDS
curriculum; curriculum policy; itinerant curriculum; constituent process; Chile