The state of the art in comparative education and WCCES at a crossroads in the 21st Century
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Data
2018
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Edições Universitárias Lusófonas
Resumo
O foco deste trabalho situa-se nas potenciais contribuições e desafios emergentes da educação comparada. A globalização trouxe uma globalização heterogênea do mundo, tendo como maior expressão o capitalismo mundial, deixando espaço aberto para as divergências. Teoria e pesquisa de campo limitadas constituem obstáculo ao propósito da educação comparada como campo intelectual para a análise da globalização e da antiglobalização. O autor, baseado em sua carreira de teórico crítico e sua experiência como presidente do referido Conselho, desenha uma breve perspectiva histórica da educação comparada e internacional. Considerando esta última não como disciplina e, sim, uma área interdisciplinar, afirma que, neste período, aprendemos a trabalhar com três amplas orientações: científica, pragmática e uma dimensão internacional da educação, eminentemente global. Todavia, as melhores contribuições da educação comparada e internacional não floresceram no Conselho. Assim, o trabalho conclui com proposições para a continuidade da sua trajetória. As mais importantes são a adoção das posições da Conferência de Incheon, bem como assumir que nosso firme compromisso se mantém com projetos de igualdade e transformações.
The focus of this work is the potential contributions and emerging challenges in comparative education. Globalization has brought a heterogeneous world globalization, having the global capitalism mostly as an expression, whereas there has been place enough for dissent. Limited theory and empirical research defeat the purpose of comparative education as an intellectual field for the analysis of globalization and antiglobalization. The author, based on the journey of a critical theorist as WCCES president, establishes a brief historical perspective of comparative and international education. Regarding the latter not as a discipline, but as an interdisciplinary field, he states that in this period we learned to work in three broad orientations: scientific, pragmatic and an international dimension of education, eminently global. However, the best contributions of comparative and international education have not taken place in WCCES. Therefore, this work concludes with proposals for the Council. The most important are the adoption of the positions of the Incheon Meeting, as well as to assume that our commitment remains firm in favour of equity transformational projects.
The focus of this work is the potential contributions and emerging challenges in comparative education. Globalization has brought a heterogeneous world globalization, having the global capitalism mostly as an expression, whereas there has been place enough for dissent. Limited theory and empirical research defeat the purpose of comparative education as an intellectual field for the analysis of globalization and antiglobalization. The author, based on the journey of a critical theorist as WCCES president, establishes a brief historical perspective of comparative and international education. Regarding the latter not as a discipline, but as an interdisciplinary field, he states that in this period we learned to work in three broad orientations: scientific, pragmatic and an international dimension of education, eminently global. However, the best contributions of comparative and international education have not taken place in WCCES. Therefore, this work concludes with proposals for the Council. The most important are the adoption of the positions of the Incheon Meeting, as well as to assume that our commitment remains firm in favour of equity transformational projects.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO COMPARADA, GLOBALIZAÇÃO, CAPITALISMO, CAPITALISM, EDUCATION, COMPARATIVE EDUCATION, GLOBALISATION
Citação
Torres , C A 2018 , ' The state of the art in comparative education and WCCES at a crossroads in the 21st Century ' , Revista Lusófona de Educação .