This paper aims to analyze the curriculum field within higher education in Latin America. The paper begins thinking about the difficulty for establishing criteria for curriculum description and analysis. The paper also discusses issues related to the need for producing a language of description which allow locating the Latin American curriculum field in the new age. In addition, the paper describes the curriculum field concept as a space composed by those discourse related, to official knowledge (curriculum) legitimated by the State and distributed through the educational institutions, but also to those discourses produced in or out the academic field, that take the curriculum as an object of study, and that recreate the diversity of epistemic positions, from those positioned in the classic orthodox curriculum to those that subscribe perspectives such as the critical theory, the deconstructionist and postmodern thought, the phenomenological research, and the feminist analysis, etc.