Overall objectives:

1 - Students should know: recognize the importance of comparative study of educational phenomena; know the main models of analysis and research methods in Comparative Education; coordinate the development and implementation of education policies in Portugal with the restructuring of the international education, particularly in Europe.
2 - Is expected that the student in the course of activities either theoretical or practical to develop the following skills of a general nature: Instrumental (cognitive skills, methodological, digital and language); Interpersonal (personal and social skills of interaction and cooperation) and systemic (skills that relate the various systems of knowledge, attitudes and values in the resolution of practical problems).

Syllabus:

1 - Definition, Purpose and Developments of Comparative Education.
1.1 - Cultural Relativism and the Phenomenology in Comparative Education.
1.2 - Nature and characteristics of the comparison.
2 - Views and historical concepts of comparative education.
2.1 - . Periods of Evolution: a) Friedrich Schneider: foreign Pedagogy, Pedagogy compared. b) George Bereday c) Alexandre Vexliard d) Noah & Eckstein e) Ferran Ferrer and Marc-Antoine Jullien of Paris.
3 - Comparative Education Method.
3.1 - Methodological currents: a) George Bereday b) Noah & Eckstein c) Read Thành Khoi d) Garcia Garrido e) António Gomes Ferreira
4 - Globalization and Education:
4.1 - Main fallacies Globalization.
4.2 - Globalization processes: hegemonic and counter-hegemonic processes.
4.3 - The Common World Educational Culture (CEMC) and Agenda Globally Structured Educational (GSEA).
4.4 - Portugal and the education policy in a globalizing context.
5 - The educational European dimension.

Literature/Sources:

Dale, R. & Robertson, S. , 2009 , Globalisation & Europeanisation in Education , Oxford: Symposium Books
Dale, R. , 2004 , Globalização e educação: demonstrando a existência de uma "cultura educacional comum" ou localizando uma ?agenda globalmente estruturada para a educação?? , s/ed
Arroteia, J. , 1993 , Estudos em Educação Comparada: contributo para a elaboração de uma tipologia dos sistemas educativos , Aveiro: Universidade de Aveiro
Cowen, R.; Kazamias, A. & Ulterhalter, E. (Org.) , 2012 , Educação Comparada. Panorama Internacional e Perspetivas , Brasília: UNESCO
Teodoro, A. , 2009 , Relatório de disciplina - Educação Comparada , s/ed

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
- Classes of a theoretical nature based on critical analysis and discussion of texts, book excerpts, content explanation. - Practical classes in which, for example, the students presented and discuss work to be done individually and / or group whose issues are framed in the syllabus of the course. The assessment will be periodic. Assessment elements: 1. Performing a midterm as a form of critical and reflective assessment of the contents developed in class by the teacher, contemplating the possibility of being addressed themes presented by prior group work. (50%). 2. Group work - Development portfolio, including the collected thematic materials and corresponding critical reflection, to support a careful description of an education system with a focus on a particular theme (eg School Autonomy; Evaluation, Education for Citizenship; Intercultural Education, etc.). (50%).