Abstract

CORDEIRO, Jaime. Comparative education and didatics . Educ. Puc. [online]. 2015, vol.20, n.2, pp.143-154. ISSN 1519-3993.  https://doi.org/10.1590/edpuc20n201507.

The aim of this article was to examine the current state of comparative education as an academic discipline and the presence of comparative reasoning in the discourse in education in society at large. We state a few examples in which this reasoning is present today then examine the history of the discipline and its role in international organizations and the worldwide development of public educational policies. Since its inception, comparative education has engaged in observing and describing education systems of more advanced countries with the purpose of offering support to reform the national school system and, at the same time, develop science of education. The discipline developed greatly until the mid-twentieth century, but at some point, for a number of reasons, it lost prestige in academic circles as it was seen as being closely associated with power, as applied research. In recent decades, there has been a kind of rebirth or revival of the discipline, however, with other theoretical perspectives and with different objectives, aimed at the development of more scientific perspectives of education. The article closes with a discussion of the possibilities offered by new perspectives of comparative education, in particular the socio-historical analysis, for research studies in didactics.

Keywords : Didactics; Comparative education; Educational system..

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