Comparative Education: A Brazilian Perspective Marta Luz Sisson de Castro Sociedade Brasileira de Educação Comparada The Brazilian Comparative

Society was founded in 1983 by a group of scholars in a meeting of the National Association of Policy and Educational Administration (ANPAE), this group reflected a national interest in the field of international and comparative education (Castro, 2007). The foundation of the Sociedade Brasileira de Educação Comparada (SBEC) led to organization of the World Congress in Rio de Janeiro in 1987, and a growing participation of SBEC in international events in the area of Comparative and International Education.. In the early nineties Comparative Education was a strong component of the curriculum of the courses of Pedagogy in the períod of “Escola Nova” and we have publications on the topic by famous Brazilian educator Lourenço Filho (1961), but this focus changed ( Castro & Gomes, 2008)) and today Comparative Education is no longer a required discipline in the curriculum of most education programs in Brazil. But a study developed by Werle and Castro (2004) showed that the area of Comparative Education is an area of growing interest in the Brazilian education context, using as source the data Bank Production of Knowledge in the area of Educational Administration 1982-2000. National Periodicals, developed by Castro and Werle (2002). The study showed that Comparative Administration the key –word used,was able to identify 106 articles, and that it was an emergent theme in the Brazilian publication during the period, and a significant increase in number of publication from the year of 1990. This increase was related to the process of the globalization, and the importance of the educational process in the economic development.

Source: CASTRO, Marta Luz Sisson de: WERLE, Flávia Obino Correa. Banco de Dados Produção do Conhecimento na área de Administração da Educação- 1982-2000Periódicos Nacionais. (Data Bank Production of Knowledge in the area of Educational Administration 1982-2000. National Periodicals) Porto Alegre, RS: FAPERGS ( Fundação de Apoio a Pesquisa do Estado do Rio do Sul)

 

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We have an outside look. was dominated by cross-national comparison and made little use of intranational comparisons. many other fields were dominated by local foci and failed by to benefit from the perspective that could be gained from international studies. but in terms of definition of Comparative Education as a discipline. In contrast.Comparative Education in the Brazilian context have a different “meaning or use” rather than a concept or a scientific definition than in other regions This difference is built up by several conditions and limitations that are characteristic of the country. Adamson. Comparative education tend to reinforce this tendency to look out for new experiences. and we compare the control group with the experimental group. I think that is a very important distinction. The field of comparative education. in Brazil we do not have professional graduate programs in the area of Comparative and International Education as program in Europe and the United States do. p. we tend to have an “outside” look. was to offer a comprehensive view of education. Today. and we are comparing the Brazilian experience to the experience of other countries. In my view the essential of the comparative method in comparative education is its international perspective. In relation to the concept of Comparative Education. First. The schools. is the limitation of language. and not inside the nation. but a very relevant one. for example.8) The objectives of Bray and Thomas. I tend to see Comparative Education in Brazil linked to International Education. (Bray. Spanish is the foreign language of dissemination of knowledge in Brazil and Latin America. and less as a professional field in which we could look for jobs or opportunities. They tend to use only data bases in Portuguese and Spanish. 2007. so we see Comparative Education as knowledge that would enrich our comprehension of education as it is practiced all over the world. because the scientific method its comparative by nature. Mason. so if a paper or book is not translated to Spanish or Portuguese is not part of the repertoire of the majority of university professors and graduate students of education in Brazil. if we exclude the   2 . tend not to value their own experience. When we compare we are comparing education in an international perspective. the majority of professors and students in education do not read English or other foreign language. in science we are comparing all the time. but even the Data base of Capes from the Brazilian Ministry of Education that makes available information from thousands of periodicals are not used by education students. in this sense the different dimension of comparative analysis proposed by Bray & Thomas (1995) should be marked by the international dimension. So. a tradition of old colonies or of countries with a history of underdevelopment. Second. with the availability of information with data banks and through the internet we would expect that to change. and innovations and have difficulties developing a discourse about their practice. The third point. ideas in other countries and regions. this factor restricts access to major publications in the area.

The new developed Brazilian quality indicator the IDEB. we need to have periodical publications in Spanish and Portuguese. We have had difficulties with the structure of the society that was modeled after the World Council.Mar “ organized by Donaldo Bello de Souza e Silvia Alicia Martinez is a tentative in this direction. The book “ Educação Comparada: Rotas de Além. The translation of the book organized by Mark Bray. part one focus on the History of Education in the two countries. We still have to legalize   3 . the schools are ranked. but crucial questions like teacher education and conditions work and low salaries remain unchanged. comparative education. would become science of How can we overcome the problems identified in the first part of this paper. The results of international evaluations like PISA brought media and public attention to the question of education. In the case of Brazil. and considering Brazilian bureaucracy that was quite a victory. The SBEC is growing every year we have new members. in our case the two functions seemed to be done by the President. the second part looks at higher education. this periodic is published once a year in Portuguese and Spanish. because it overcomes the limitation of language and offers a very good example of the possibilities of Comparative Education in the context of the Brazilian educational context. part three focus on management and evaluation in Basic Education.International dimension than education. The main challenge for the Brazilian Society is to finished the process of the legalization of the Society. If the results are going to be used for real improvement in education we have to wait to see. An considering the economic importance of Brazil in Latin America and in the world . using as a focus the area of studies Brazil-Portugal is in my view a promising development in Comparative Education. we were able to transfer all the documents to a Porto Alegre notary. is highly publicized. the pressure for good results and for additional comparisons is great. and the media are using education for their own benefit. we will offer some suggestions based on the experiences and recent developments. the other three parts look at different aspects of education in Brazil and Portugal. and all this is relatively new in the Brazilian context. teacher education. and Mark Mason “Comparative Education Research. and a German author translated. and translations of good works in the field. Bob Adamson. adult education and use of the school resources in both countries. but some of the old members are not paying their fees. Approaches and Methods” to Spanish is another example of positive action. The first part of the book presents a discussion of the limits and possibilities of Comparative Education using mainly Portuguese speaking authors. or they change their address or e-mail and is very hard to keep in touch with all members. The initial effort of the Sociedad Argentina de Estudios Comparados en Educación (SAECE) of publishing a virtual periodic called “ Revista Latino Americana de Educación Comparada” (RELEC). with a President and a Secretary General. The economists. In order to expand the role of Comparative Education in Brazil and Latin America.

The idea now is to open to the states in the North and in the Northeast of the country and to the nations in the North of South America. and it is difficult to find partners to assume this job. The publication of a book with works presented during the 2008 Annual Meeting and selected papers translated . you have to raise funds . right now Dr. a group of our graduate students translated Mark Bray book on Confronting the Shadow Education System. Terezinha Monteiro dos Santos. were all held in Porto Alegre. that is an old aspiration that was voiced during the Presidency of Robert Verhine.   4 . They are working in the project of a virtual journal for SBEC. from the Federal University of Pará. What government policies for what private tutoring ? adapt the research instrument to the Brazilian reality and did a pilot study in the school they worked. Luiz Aguilar also from the University of Campinas. trying to integrate with scholar of the North part of South America. that we hope to be able to put in practice. The last meeting of the Brazilian society was held in 2008. with the objective of increasing the participation of members in the activities of the society and producing at the same time data about private tutoring in the country. The results provided the basis for articles and changes in the instrument . We are planning to develop a research project at a national level involving the Regional Vice-President of SBEC creating this way another way for integrating the society of a huge country. this book will receive support from SENAC ( Nacional Service for Comercial Learning) and will help in the dissemination of ideas of Comparative Education in the Brazilian education context. and in 2006.SBEC into Income Taxes Services. and it one of our objectives for 2011 and for the next year. Another plan is the organization of a virtual publication under the coordination of Gabriela Rizzo from the Federal Rural University of Rio de Janeiro. and Newton Bryan Paciulli from the University of Campinas and the new Vice-President from the Southeast Region Dr. that was started but it was not conclude. The International meetings held in 2008. Vice-President for the North Region is planning an International meeting for April of 2012. Every regional vice-president will participate and organize forms of participation of the different states in the region. because they mean a lot of work. The plan is to organize a research project and to submit it to funding agencies such as National Council for Research (CNPq) to have support for a national research effort at SBEC. The annual meetings are another objective rather difficult to achieve. Every new member will receive a copy of the book. integrating with countries of the Mercosul. But. Activities for 2011 and 2012 In order to overcome the limitations of language and the problems identified above and to offer new activities to our members we are planning the following actions for 2011 and 2012. Regarding research. we used to do that we previous publication. and the other tentatives failed because of the problems listed. in Belém.

Educação comparada. Marta Luz Sisson de Castro. and the best strategy is to diversify activities and involve the largest possible numbers of associates. CASTRO. Marta Luz Sisson de. São Paulo: Melhoramentos.The “ Sociedade Brasileira de Educação Comparada” SBEC. Havana.is a small society that should become more active in order to meet the needs and interests of a growing number of members.   5 . Marta Luz Sisson de: WERLE. Mark. National Periodicals) Porto Alegre. FILHO. 2004. 2007. (SBEC). Uncommon Goals Histories of the World Council of Comparative Education Societies and Its Member edited by Vandra Masemann. Paper presented at World Congress of Council of Comparative Education Societies. Bob Adamson and Mark Mason. Cuba. Candido¸Small is beautiful. M. Springer. WERLE. CASTRO. . Banco de Dados Produção do Conhecimento na área de Administração da Educação. RS: FAPERGS ( Fundação de Apoio a Pesquisa do Estado do Rio Grande do Sul. In Common Interests. Marta Luz Sisson de. Springer. Bob. Introduction. ADAMSON. Administración Comparada como área tematica. 1961. (Bank Production of Knowledge in the area of Educational Administration 1982-200. GOMES.1982-2000Periódicos Nacionais. 2007. CASTRO. B. Flávia Obino Correa. The Brazilian Comparative Education Society.Foundation for Research Support of the State of Rio Grande do Sul) LOURENÇO.: periódicos brasilenõs. Comparative Education Research Centre. Flávia Obino Correa. Mark Bray & Maria Manzon. Mark. 1982-2000. CASTRO. References BRAY. The University of Hong Kong. Comparative Education Research Centre The University of Hong Kong. In Comparative Education Research Approaches and Methods edited by Mark Bray. MASON.

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