DOI: 
http://dx.doi.org/10.15293/1813-4718.2506.01
UDC: 
37.0+13
Golovanov Viktor P
Доктор педагогических наук, Professor, Expert, Honorary Professor, MarSU, Member of the Scientific Council on the problems of educating the younger generation at the Department of Philosophy of Education and Theoretical Pedagogy Department of the Russian Academy of Education, Counselor of the Russian Federation 3rd class, Academy of Innovative Education and Development, vpgolovanov@mail.ru, Moscow
Palanto Anna S
master, Moscow City Pedagogical University, palantoas401@mgpu.ru, Moscow
Budaeva Tatiana C
Кандидат педагогических наук, State Duma of the Russian Federation, Moscow City Pedagogical University, tatchaq@rambler.ru, Moscow
Ignatovich Vladlen K
Кандидат педагогических наук, ., Kuban State University, vign62@mail.ru, Krasnodar
Ignatovich Svetlana S
Кандидат педагогических наук, ., Kuban State University, ssign67@mail.ru, Krasnodar

Comparative Analysis of Educational Systems in Conditions of Polyparadigmality (on the example of Russia and Brazil)

Abstract: 
The problem of the research is the lack of a unified methodology and well-founded indicators for comparative analysis of educational systems in conditions of polyparadigmality. On the one hand, Russia and Brazil are federal states. On the other hand, Russia and Brazil are in many ways opposites, which allows us to consider different cases in the field of education, in particular, the digitalization of education. In Russia, education is more regulated by the federal center, and in Brazil, there is no state educational standard, which makes it possible for educational organizations of general education to implement educational initiatives determined by the needs of the region and students. Purpose of the article: based on a comparative analysis of the processes of digitalization of education in Russia and Brazil, to identify common and different strategies and describe successful cases of their implementation in a multi-paradigm environment. Methodology and research methods. The following methods were used in the course of the research: general scientific methods, analysis and synthesis of scientific literature, classification and systematization of knowledge about educational processes, comparative analysis of educational systems in Russia and Brazil, as well as a generalization method for evaluating and forming recommendations based on the data obtained. The results of the study. Based on the substantiation of indicators of comparative analysis of educational systems in the context of polyparadigmality, a conceptual definition of polyparadigmality in education is given. A cross-cultural analysis of the educational systems of Russia and Brazil is presented, which showed that in the context of the increasing role of polyparadigmality in education, there is a need to develop effective tools for comparative analysis of educational systems. Conclusion. Based on a comparative analysis of educational systems in a multi-paradigm environment, the authors of the article have identified the features and prospects of development using the example of Russia and Brazil. The article provides recommendations on the development of educational systems in conditions of polyparadigmality in different socio-cultural contexts. Based on the study, it can be concluded that Russian educational policy can use the flexibility of Brazilian short—term planning to introduce innovations, and Brazil uses the Russian experience of centralized digital platforms to improve manageability.
Keywords: 
polyparadigmality; education; comparative analysis; educational system; crosscultural analysis; Russia and Brazil; national projects; methodology
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