Universidade de Lisboa Repositório da Universidade de Lisboa

Repositório da Universidade de Lisboa >
Faculdade de Psicologia e Ciências da Educação (FPCE) >
Unidade Orgânica da Educação (FPCE - UOE) >
GI História da Educação e Educação Comparada (FPCE-UOE-HEEC) >
FPCE-UOE-HEEC- Artigos em Revistas Internacionais >

Please use this identifier to cite or link to this item: http://hdl.handle.net/10451/680

Title: Comparative Research in Education: a mode of governance or a historical journey?
Authors: Nóvoa, António, 1954-
Keywords: Educação comparada - Europa
Investigação em educação
Políticas educativas
Issue Date: 2003
Abstract: This text is not a research paper, nor an epistemological reflection about the field of Comparative Education. It is an essay in the literal meaning of the word 'an attempt, trial, that needs to be put to test in order to understand if it is able to fulfil the expectations' in which we introduce an interpretation of the current condition of the field of comparative education. In the introduction to this essay we discuss the current phenomenon of a regained popularity of comparative educational research. We believe that this situation has both positive and negative consequences: it can contribute to the renewal of the field or it may be no more than a brief fashion. Our reflections focus on the uses of comparative research in education, not on any precise research question. Even so, only for illustrative purposes, we present some examples related with the European Union. We then go on to discuss current comparative practices, arguing that comparative educational studies are used as a political tool creating educational policy, rather than a research method or an intellectual inquiry. In the two main sections of this text we define two extreme positions: comparison as a mode of governance and comparison as a historical journey. We do recognize that between these two extremes there is room enough to imagine different positions and dispositions. But our intention is to analytically separate very different traditions of the comparative field. Throughout the article we build a case in favour of a comparative-historical approach. Nevertheless, we argue that the reconciliation between history and comparison will only be possible if we adopt new conceptions of space and time, and of space-time relationship. This is a condition required for the understanding of comparative research in education as a historical journey.
URI: http://hdl.handle.net/10451/680
Appears in Collections:FPCE-UOE-HEEC- Artigos em Revistas Internacionais

Files in This Item:

File Description SizeFormat
21185_0305-0068_423-438.pdf102.35 kBAdobe PDFView/Open
Statistics
FacebookTwitterDeliciousLinkedInDiggGoogle BookmarksMySpaceOrkut
Formato BibTex mendeley Endnote Logotipo do DeGóis 

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.

 

  © Universidade de Lisboa / SIBUL
Alameda da Universidade | Cidade Universitária | 1649-004 Lisboa | Portugal
Tel. +351 217967624 | Fax +351 217933624 | repositorio@reitoria.ul.pt - Feedback - Statistics
DeGóis
  Estamos no RCAAP Governo Português separator Ministério da Educação e Ciência   Fundação para a Ciência e a Tecnologia

Financiado por:

POS_C UE