National curricular guidelines for the training of Basic Education teachers in the countries of the Community of Portuguese-Speaking Countries: a comparative analysis.

• Grant number: 24/23761-1
• Support Opportunities: Regular Research Grants
• Start date: July 01, 2025
• End date: June 30, 2026
• Field of knowledge: Humanities - Education
• Principal Investigator: Carlos da Fonseca Brandao
• Grantee: Carlos da Fonseca Brandao
• Host Institution: Faculdade de Ciências e Letras (FCL-ASSIS). Universidade Estadual Paulista (UNESP). Campus de Assis. Assis , SP, Brazil
• Associated researchers: Andréia Melanda Chirinea ; Chelsea Maria de Campos Martins ; IONE DA SILVA CUNHA NOGUEIRA ; Marcia Zendron de Campos ; Palmira Sevegnani ; Rosimeire dos Santos ; Stelamary Aparecida Despincieri Laham

Abstract

Research proposals in the epistemological field of Comparative Education have been gaining increasing importance in the area of ¿¿Education in Brazil and worldwide. Following this direction, we propose this research project. It aims to analyze the National Curricular Guidelines for the Training of Basic Education Teachers in the countries that make up the Community of Portuguese-Speaking Countries (CPLP), namely Brazil, Portugal, Angola, Cape Verde, Guinea-Bissau, Equatorial Guinea, Mozambique, São Tomé and Príncipe and East Timor, in order to, in the end, have a comparative framework of the existing parameters in terms of training of teachers who work in the Basic Education teaching systems in these countries. Although we already have a certain notion of the significant differences between these nine countries (colonization, culture, history, size, population density, etc.), we believe that this exercise of comparison will be very significant because its general objective is to show us the main similarities and differences between these countries, which, in turn, have Portuguese as their mother tongue and official language. On the other hand, it is very likely that the structure and functioning of Basic Education in the nine countries that make up the CPLP are educational realities that are little known to us Brazilians, with the exception of Portugal, despite the linguistic proximity and the relative (and, in some cases, almost non-existent) cultural proximity between them. The methodology adopted is based on studies and concepts from the area of ¿¿Comparative and International Education, including a review of the literature of authors who work with comparative studies in the educational area, especially with regard to teacher training policies for Basic Education. In addition, the methodological procedures will seek to include an interpretative perspective, which is based on the complementarity between the qualitative and quantitative approaches, considering the contribution, and therefore relevance, that such studies can provide to the area of ¿¿Education. (AU)