Abstract This paper introduces a three-volume series aimed at history teacher training in Argentina, published under the common title Nueva Historia Mundial (New World History). The series departs from a central diagnosis: available materials at the tertiary level reproduce, with minor variations, a Eurocentric and teleological structure that organizes human history around the European trajectory toward modernity. Against this diagnosis, the series proposes a systematic reorganization — not as a negation of Europe, but as a decentering. The three volumes cover Ancient and Medieval World History, Modern World History, and Contemporary World History, and share a common organizing principle: historical processes are presented as the history of civilizatory spaces in interaction, without prior teleological hierarchies and without a predetermined endpoint. Each volume includes an epilogue acknowledging worlds that existed beyond the main narrative: pre-Columbian America (Volume I), the deep Pacific (Volume II), and worlds not fully absorbed by globalization (Volume III). This paper presents the theoretical and pedagogical foundations of the series, describes the architecture of each volume, and argues for the necessity of this type of intervention in the field of history teacher education. Keywords: teacher training, world history, Eurocentrism, civilizatory spaces, history education, curricular decolonization, Argentina