The rationality of deployment process curriculum and assessment in large scale: a comparative study Between Brazil and Portugal

• Grant number: 16/16478-5
• Support Opportunities: Regular Research Grants
• Start date: May 01, 2018
• End date: April 30, 2020
• Field of knowledge: Humanities - Education - Curriculum
• Principal Investigator: Deise Aparecida Peralta
• Grantee: Deise Aparecida Peralta
• Host Institution: Faculdade de Engenharia (FEIS). Universidade Estadual Paulista (UNESP). Campus de Ilha Solteira. Ilha Solteira , SP, Brazil
• Associated researchers: Harryson Júnio Lessa Gonçalves

Abstract

This research project outlines from the description and analysis of conjectural structures, the history curriculum reforms and large-scale assessments of systems focused and focus on the educational systems of Portugal and Brazil in setting expectations of cultural bases social, economic, political and educational in these systems were formed, allowing learn theoretical aspects that embody and characterize how teachers were and are involved in curricular reforms and external evaluation and on a large scale. By "form" as were involved means, and making use of Theory of Communicative Action (HABERMAS, 2001), the rationale underlying the relationships established between partners in the training process. Methodologically, the research will be developed in 04 phases in a perspective of qualitative research in education, exploratory, according to theoretical and methodological principles of comparative education. (1st) descriptive phase - observations and descriptions; (2nd) explanatory phase - introduces interpretation, in order to explain and understand; (3rd) Phase juxtaposition - first attempt of comparison, offering national realization set in the context of the selected comparison criteria; (4th) Comparative Phase - comparative hypotheses are tested using a systematic comparison, relations between Brazil and Portugal will be assessed by reference to the comparison criteria and conclusions. It is expected to build a theoretical framework, based on the analysis of the documentary framework raised, enabling discuss the concepts of teacher training, curriculum reform, external evaluations and large-scale based on a habermasian perspective (HABERMAS, 2001). (AU)