Abstract
The phenomena of Globalization and Postmodernism have determined the need to overtake a readjustment of the epistemological corpus of the comparative discipline in Education, necessary to integrate the demands of such discourses in our academic field. Additionally, the resolution of the scientific vulnerabilities of Comparative Education, and the achievement of a postrelativistic phase in the construction of the discourse of our discipline, demand the competition of an interdisciplinary work in the construction of such discourse. Particularly overriding in the approach of the epistemological challenges mentioned, is the commitment of an interdisciplinary work with teleological sciences of education, that allow the foundation and settlement in solid basis of a fertile and stable comparative discipline, beyond the natural changes of successive historical cycles.
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