Analysis of the epistemological foundations of the theoretical field of education policy
DOI:
https://doi.org/10.5212/PraxEduc.v.9i2.0002Abstract
This paper develops relevant considerations to the epistemological foundations of the theoretical field of public education policy, situating and contextualizing historically its development. This text introduces a reflection on the influence of the dominant paradigms of the social sciences that underlie studies in this area, and also reconstructs the historical itinerary of the theme from the attendance of the State educator in the formulation and implementation of public policies on education in Brazil. This paper approaches some studies whose theoretical and methodological frameworks assume the historical and dialectical materialism research. The main conclusion is that the critical paradigms dominate such studies. Moreover, the epistemological foundations of public education policies have as hegemonic mortar, from the contemporary point of view, the field of Political Science.
Keywords: Education Policy. State. Epistemological Foundation.
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