Class Comparative Education

Anchored in the field of Educational Sciences, Comparative Education began to gain greater expression and development after the Second World War, the result of the strong impulse given to the internationalization of educational problems by the great international agencies of an intergovernmental nature. The objective of this curricular unit is to promote knowledge of the different contexts, paradigms, and theoretical approaches used in studies in comparative education today. On the other hand, it is also intended that students develop analytical and reflective skills that allow them to comparatively and critically analyze the results of research studies that contrast the different national Education Systems and the different socio-educational models developed in other countries, thus reinforcing the ability to understand them.

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I. Academic research and the field of Comparative Education Epistemology of Comparative Education History and historicity and the sense of comparison Object and method of Comparative Education Actors and purposes II. Comparative Education in Europe Evolution of Comparative Education in Europe Development of Comparative Education in Portugal Social Education in comparative perspective III. Comparative Education and the different approach perspectives Socio-historical perspective positivist perspective constructivist perspective critical perspective Modernism and Postmodernism in Comparative Education V. Comparative Education and International Organizations International organizations producing statistical studies in education Major international statistical surveys in education international indicators and comparative variables in Education IV. Case studies: units and comparison criteria Comparing policies Comparing times Comparing values Comparing places Comparing systems Comparing ethnicity, class, and gender

The context of innovation in the curricular unit Comparative Education, favors the use of active methodology, placing the student at the center of the learning process. It is sought that the student internalizes the information collected autonomously in articulation with the information provided by the teacher. The sharing of knowledge among students is also stimulated through debate and exposure of opinions in the classroom, contributing to enhancing the critical sense of students.

Bray. M., Adamson, B., & Mason, M. (Orgs) (2015). Pesquisa em Educação Comparada: abordagens e métodos. Liber Livro Ferreira, A. G.  (2008). O sentido da Educação Comparada: uma compreensão sobre a construção de uma identidade. Educação, 2(31), 124-138 Mendes, M. &, Galego, C. (2009). La regulación transnacional de las políticas educativas. El papel de los indicadores de comparación internacional en la construción de una agenda global de educación. In A. Teodoro & A. Montané (org.), Espejo y Reflejo: Políticas Curriculares y Evaluaciones Internacionales (23- 58). Editorial Germania Teodoro A., Galego C., Fraga N. (2019) Teaching Comparative Education in Portugal. In M. Peters (eds), Encyclopedia of Teacher Education. Springer Teodoro, A. (2015). A construção da educação mundial ou o lugar da Educação Comparada no estudo das políticas (e práticas) de educação. RBPG, 29(12), 859-877 Leitão, A.P. (2013). A Educaçao Social em Portugal: O início de um percurso. Praxis Educare, 1, 19- 22