ABSTRACT
This chapter studies the emergence and development of curriculum thinking in Argentina. It intends to present a survey of the changing conditions that have marked curriculum theory’s reception, production, and use. For this reason, rather than presenting in detail all the contents in this field of ideas, this chapter focuses on the analysis of forces that model and condition their orientations and operations in the context of Argentine education. On behalf of this effort, the chapter displays a periodization that takes into account the action of the state, the university’s activity, and the role of experts within the educational field.
