Narrativas em Trânsito: Apontamentos sobre internacionalização da história e historiografia da educação nas Américas (1916-1934)

When Afranio Peixoto related his experience of teaching in Rio de Janeiro during 1932-1934, he cited the scholarship of Paul Monroe and Stephen Duggan as a source of inspiration, thus providing us with a clue to reflect on the international networks involved in the writing of the history of education. Monroe taught this subject at Columbia University and Duggan at the City College of New York. Monroe and Duggan shared a panoramic perspective on the history of education, the adoption of a classic periodization, an interest in studying the crisscross between educational systems and pedaRevista Mexicana de Historia de la Educación, vol. I, núm. 2, 2013, 199-227 201 gogical thought, as well as a narrative of evolution which culminated in the scholars’ contemporary commitments. However, as Peixoto himself suggested, being inspired by the work of the US-based authors did not mean he merely copied them. Peixoto’s original contribution lay in his concern with Latin America. This article examines the exclusion of the study of Latin America in Duggan’s early work and its later inclusion in Duggan’s concept of encyclopedic narrative traditions, and his discussion of educational experiences in Latin America.