RBEC - Revista Brasileira de Educação Comparada
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A RBEC: Revista Brasileira de Educação Comparada tem como missão difundir a produção qualificada de estudos e pesquisas científicas, de caráter teórico ou empírico sobre educação comparada. Esta publicação eletrônica difunde artigos da comunidade científica nacional e internacional, em português, espanhol, inglês e francês, que tratem assuntos e questões de interesse do campo da educação comparada nacional e internacional. Procura contribuir com formação de investigadores do campo da Educação Comparada divulgando estudos e pesquisas realizados por educadores, vinculados a instituições acadêmicas nacionais e internacionais. Artigos, relatos de experiência, entrevistas, comunicações, pesquisas e ensaios de autores interessados, são avaliados por pares, especialmente convidados pelo Conselho Editorial.
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- ItemA concepção teórico-política do projeto Future-se e a concepção de internacionalização da educação(2021) MARTINS, Tânia; VITTI, Sylvia Cristina de AzevedoThe objective of the article is to present the Entrepreneurial and Innovative Institutes and Universities Program (Future-se)and its conception of the internationalization of education. The work plan included analyzing the axes of the draft law, considering articles in higher education and educational entities. It is concluded that Future-sehas a short-sighted and narrow vision of the internationalization of education, as a strategy to promote an indirect privatization of higher education institutions, legitimizing itself through the discourse of integration into the international market.
- ItemAfinal, a educação viaja bem?(2020) GOMES, Candido Alberto; PIMENTEL, Gabriela Sousa RêgoThis work aims to describe the process of comparative education and its historical context, placing the teaching profession at the international summit. Through theoretical research, we sought to reflect that the central core of comparative education (EC) is otherness. The discipline emerges with the dawn of globalization, even in search of successful national experiences. In a historical tour of changes in its theoretical and methodological bases, certain trends today accentuate the global comparative assessment of students and the worldwide transferability of experiences. Accused of cultural imperialism or taking positions respectful of differences, the EC recognizes the advantages and limitations of transfers. Unlike the reduction to almost universal numbers and formulas, it is prudent to put in perspective different dimensions, including intranational ones, in order to separate what is immanent to cultures from what is beyond them.
- ItemAs competências soft nas políticas internacionais para a Educação Profissional e Tecnológica pós-pandemia(2021) FREIRE, Emerson; DELGADO, Darlan Marcelo; BATISTA, Sueli Soares dos SantosThe purpose of this article is to study and debate, based on bibliographical and documentary research, whether the notion of competences based on soft skills would still be able to face the challenges posed after the 2008 crisis and, even more so today, with Covid -19, in a context of internationalization of education governed by guidelines forged in multilateral agencies for training that advocates solid technical and technological knowledge, such as Professional and Technological Education. What can be seen is a growing side effect of the application of this notion, a weakness in training for knowledge strongly anchored in content based on exact sciences such as mathematics, physics, chemistry, logic, among others, and, even less, in contents of human sciences, such as history, philosophy, sociology, as important as those for the formation of a technical, non-technicist culture, as conceptualized by the French philosopher Gilbert Simondon.
- ItemDescentralização do Estado, controle e participação social na educação no Brasil, Argentina e Colômbia(2019) TORMES, Diego Dartagnan da Silva; SARTURI, Rosane Carneiro; DALLA CORTE, Marilene GabrielApproaches and distances in the process of decentralization of the State in Argentina, Brazil and Colombia were analyzed, focusing on the existence of legal control and social participation devices in these educational systems. The analysis uses comparative education concepts from Bray and Kai (2010) and Ferreira (2008), from Centeno (2015), Casassus (1990) and Di Gropello (1999) on decentralization in Latin America. Different levels of decentralization and different elements of control and social participation were found. In Brazil and Colombia, decentralization reached the management of schools and the pedagogical project. In Argentina, the process was less profound, taking place more rapidly in the 1990s, but also reaching schools.
- ItemDossiê temático: educação profissional e tecnológica no contexto da internacionalização da educação(2021) DELGADO, Darlan Marcelo; DIAS, Vagno Emygdio MachadoDossier with results of theoretical and analytical studies and/or research concluded from statistical or quantitative analysis on the subject of Professional and Technological Education in its multiple possibilities of intertwining with the process of internationalization of Education.
- ItemEducación comparada: una disciplina actual u obsoleta?(2018) GOERGEN, Pedro L.The text aims to show that one of the main causes of the disheartening situation in which Comparative Education finds itself in Brazil is the almost total lack of research in the area. Comparative Education was brought here and included in the curricula of our higher education institutions. But research, contrary to what happened in more advanced centers, was relegated to the background. This fact led to a disqualification of the subjects that came to be considered an obsolete activity and seen with disinterest by teachers and students in the field of education. However, the development of Comparative Education at the international level and the internationalizing direction of science today convince us that the comparative method can offer an important contribution to the generation of useful knowledge for the elaboration of educational policies and for the training of education specialists. For Comparative Education to become viable as a useful and productive discipline, it is necessary to renew research in the area. Due to our limited conditions, it seems convenient and more feasible to focus this research primarily on the Latin American reality.
- ItemLa educación compara en México [Entrevista]: breves reflexiones históricas(2018) NAVARRO LEAL, Marco AurelioAs we all know about education, the educational systems of a society are transforming because they adjust to the contexts of their time, to the conditions in which they develop. The same happens with the case of fields of study such as comparative education that it has in other countries, especially the Anglo-Saxon ones, have a much longer period of life than this field has in Latin America. But we can say that, although in the case of Mexico, for example, some movements, some jobs, some activity related to education and comparative pedagogy arise, as the country's economic model is depleting, as new conditions appear. that will transform education, education policies and this will also bring, consequently, a greater boom in comparative education studies.
- ItemResenha de livro(2019) VÉRAS, Sonia Carvalho Leme Moura; BRITO, Renato de OliveiraBRAY, M., Adamson, B., & MASON, M. (Orgs.) (2015). Research in comparative education: approaches and methods. Translated by Martin Charles Nicholl. Brasília: Liber Livro.
- ItemTempos e ventos da educação comparada [Entrevista](2018) GOMES, Candido AlbertoIn Latin America, economically and culturally introverted, comparative education in the 1980s was like an open window. Several States were not democratic under the Law, which made it to some extent risky, according to theories and methodologies...
- ItemUsos de la Educación Comparada en América Latina:un análisis entre el siglo XX y el siglo XXI(2019) ACOSTA, FelicitasThe article examines the relationships between the discourses and practices related to the development of comparative education in Latin America. Throughout the presentation of three trends, the article analyzes how was this discipline introduced andthe different ways it took to develop. Connections between historical relationships and the most recent debates and practices revolving comparative education in the region are established. Emphasis is placed on specific features of the region considering the notion of uses of comparison: how was comparison introduced, who tends to use it, for what purpose, what are the possible effects of such use of the comparison for educational systems in Latin America regarding the expansion of schooling.