Abstract:
The present work aims to systematize some ideas related to cultural studies (CS) and propose some contributions to the field of syllabus. In order to investigate and contextualize its origin, we deal with the emergence of the CS paradigm, its development over time, its different referents and some conceptual changes that have produced throughout its history. Some arguments against the tendency of CS to follow European models,as well as four major stages of its development in the Latin American version are considered from their genesis. They are similarly analysed as they unfold in time, taking into consideration their own characteristics and the specific historical situation in each region. We also look at the cultural changes and the challenges that this has created in educational communities, which creates the need to rethink school and the syllabus in such context. This undoubtedly implies the renewal of syllabus practices so as to focus educators’ attention on the new social emergents.