ABSTRACT
Examining the exchanges between Brazil, the USA, and Europe, as the present book proposes to do, means more than just telling the histories of educators and projects that circulated in those places. The chapters comprising this compilation share among them a certain way of understanding the relationships that engender the production of the school model of educating children as we know it today. This model began to acquire sharper contours in the 19th century, following projects of building citizenship in several nation-states (Varela and Alvarez-Uria, 1992; Hamilton, 1989; Nóvoa and Schriewer, 2000). More than a national reality, the school assumed international and worldwide features thanks to movements that promoted the dissemination and assimilation of knowledges and experiences in various spaces. Travels are a key idea here because they allow comings and goings, exchanges and interchanges, and passages across worlds. They give schooling its international and worldwide dimensions, braided in the circulation of subjects, artifacts, and pedagogical models. The travelers acquire particular relevance since, in their transit, they not just endeavor to observe, compare, and appropriate themselves of what they come to know in loco, but they also convey and disseminate cultural references that give rise to hybridizations.
