Translation of the Curriculum-Society as seen from the student movements in Chile and Mexico ( 2001-2016)

Objective: This article aims to describe how the social actors involved in curriculum development—teachers, students, and professionals—characterized the secondary school student movement in Chile between 2001 and 2016, using a particular logic of action permeated by other realities. It also examines how this movement gave meaning to the relationship between curriculum and society, taking the student movement in Mexico as a point of reference. Accordingly, we focus on three key moments: negotiation, synthesis, and curriculum determination, where clear connections with the curriculum are evident. Originality/contribution: This research reflection is original because it offers an open perspective for discussion rather than closed conclusions that preclude further development and rebuttal. It is interesting to consider that the political discourse surrounding curriculum is subject to changes and adjustments that the curriculum actors themselves make in their struggle to establish their position. It is important to note that the group chosen for this text exemplifies curricular insurgencies, in conjunction with reality. Method/strategies/information collection: The method used is related to the researcher's position; that is, an open and discursive methodology is established, in which documents that reflect curricular negotiation, synthesis, and determination are analyzed. The analysis of primary documents is carried out through a specific search for news articles, analysis of curricular instruments, and reports. Conclusion: It is argued that the curriculum is a dynamic process, and from this perspective, it is inscribed as a political discourse dependent on hegemonic forces that attempt to fix it in prescriptive documents.