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Revista Lusófona de Educação

versão impressa ISSN 1645-7250

Resumo

REGNAULT, Elisabeth  e  JIE-YING, Qin. The role of the teacher in Civics Education in lower secondary in China and in France: A Comprehensive Approach in Comparative Education. Rev. Lusófona de Educação [online]. 2014, n.26, pp.141-160. ISSN 1645-7250.

The purpose of this paper is to prove the Comprehensive Approach in Comparative Education by presenting a comparison of the Civics Education in the lower secondary school in France and China. Two approaches are available in Comparative Education : the pragmatic one, universalist, which clears similarities and differencies and which consists in bringing the best practises to transfer them in another cultural context and the comprehensive one, culturalist, which clears also similarities and differencies but by understanding the phenomena and the educational facts instead of measuring them and by not trying either to generalize or to transfer. The Comprehensive Approach is more relevant because it tries to understand processes which spread in human communities who build sense and identity (Malet, 2005). An example of Pragmatic Approach concerning the transfer of Montessori Pedagogy in China will allow us to prove and validate the specificity of the Comprehensive Approach.

Palavras-chave : comparative education; comprehensive and pragmatic approachs; civics education; China and France; Montessori pedagogy.

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