Utilize este identificador para referenciar este registo: http://hdl.handle.net/10451/7164
Título: A Construção do Saber Comparado em Educação: uma análise sócio-histórica
Autor: Madeira, Ana Isabel
Palavras-chave: Educação Comparada
História da educação
História da educação colonial
Circulação conhecimento educacional
Data: 2011
Editora: Fundação Calouste Gulbenkian / Fundação para a Ciência e Tecnologia
Citação: Madeira, Ana Isabel (2011). A Construção do Saber Comparado em Educação: uma análise sócio-histórica. Lisboa: Fundação Calouste Gulbenkian / Fundação para a Ciência e Tecnologia.
Resumo: This book aims at enlightening the process whereby comparative knowledge and comparative practices were developed as part of a mechanism of world description. Comparison, it is argued, is part of a process of confrontation producing particular notions of self and other, of similarity and dissimilarity, either this relates to contrasting mores, cultures, Civilizations, Nation-states or educational systems. Despite great changes in world history in the past centuries, be it in religious, economic or political terms, the comparative mind has had enormous difficulties to approach difference. From the Greeks to the Middle Ages, from the Portuguese discoveries and travel narratives up to modern globalization times, comparative practices have tended to systematically normalize discrepancy by means of producing intellectual tools aimed at identifying differences which can be permanently re-conducted to sameness. Narrative descriptions, naturalist historiography and later on the social sciences all share comparative discourses that criss-cross our knowledge building processes. The intellectual and methodological tools that were developed along with disciplinarization processes in order to analyse and decompose the complexity of the self/other equation belong, in fact, to pre-scientific times. By underlying the processes of discourse formation in comparative education this work attempts to look inwards not only into the disciplinary field but also to the theoretical mechanisms at work (concept formation, analytical procedures, scientific validation) that perpetuate tenets, representations and ideological stances from early comparative times. Three moments in time-history are to be considered as turning points: the time of experience (the comparison that emerges out of confrontation), the time of science (the nature as a metaphor) and the time of Man (the emergence of the social sciences). From these critical turning-points the discussion pursues on determining potential breakaways to the comparative mind, calling forth new comparative approaches in face of the acute internationalization of the educational systems.
Descrição: Ver, em anexo, o sumário, o índice e a Apresentação da obra.
Peer review: no
URI: http://hdl.handle.net/10451/7164
ISBN: 9789723114041
Aparece nas colecções:IE - GIHE - Livros

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