Curricular research in comparative education

perspectives within the scope of doctoral training in the portuguese-speaking space

Abstract

The study aims to compare curricular documents for doctorate training in Education in Angola, Cape Verde and Mozambique. The curricular documents and decrees that created five doctorate careers in the area of Education were analyzed through a comparative qualitative investigation and a tripartite framework (purpose and perspective, focus and manifestations). We conclude that the creation of specific legislation, the collaboration with foreign institutions and the adoption of international references, especially derived from the Bolonia Process, help alleviate the search for quality and relevance in the training of doctors. Different training emphasis is also observed (evaluation and management, curriculum and teaching methods) that express the interactions between postgraduate training and the development demands of different social, economic and political contexts.