ABSTRACT
We aim to contribute to the refinement of theoretical constructions that underpin the relevance of studies in Comparative Education for enhancing knowledge production in Special Education. We note that the production of knowledge in Special Education in our country, especially in Comparative Education, is still rather scarce. We highlight the need to overcome hegemonic models of comparison, mostly quantitative and widely used by international organizations, which study realities circumscribing them in a single and ideal cultural profile, and reinforce elements that legitimize an imperialist and colonizing policy. We present connections of an investigative perspective compared to the works of Norbert Elias, in dialogue with history, with the object and with the theoretical and methodological foundations that permeate Comparative Education from its establishment as a research field. We understand Comparative Education as an interdisciplinary field, based on methodologically dynamic and open knowledge. Finally, different types of knowledge correlate with specific differences depending on the societal situation in which they are produced. Acknowledging other realities helps us understand the chapter of human history we write with others.
KEYWORDS:
Special Education; Comparative Research; Comparative Education