Itinerant Curriculum Theory: Fulfilling the ethos of the Carnation Revolution

Five decades after April, where do we find ourselves as pedagogues and curriculum theorists? What progress has been made, and what challenges still lie ahead? A question of such magnitude will not fit in an essay of this nature. Aware of this obstacle, this article crafts a broad and varied picture of achievements and setbacks that characterized education post-April 25th. The essay focuses on emblematic epistemological cathartics between hegemonic and counter-hegemonic traditions and within the latter that have been unable to devitalize the field’s historical epistemicidal nerve - maculating the democratic spirit of education, curriculum, and teacher preparation programs. The article describes how these shakeups trigger a theoretical imparity and involution in the field, intimately related to some of the most egregious social challenges the nation is facing – immigration, climate change, poverty, and inequality, among others. The essay ends by advocating an itinerant curricular theory as a pedagogical proposal that responds to humanity’s diversity and epistemological differences.