Revisiting the focus of the epistemologies of education policy
DOI:
https://doi.org/10.5212/PraxEduc.v.10i1.0007Abstract
This paper presents a review of presuppositions that we had already developed about the focus of education policy epistemologies. The central categories that present analytical potential for the epistemological surveillance of field investigation and the criteria and methodology employed were analyzed for another use of the focus: the meta-research. From a pluralist position and previous research, the need to analyze the theoretical field of education policy in terms of knowledge production in our region was considered. The need to deepen theoretical and epistemological issues was assumed as an essential element to strengthen the research in this area.
Keywords: Focus of Education Policy Epistemologies. Theoretical field. Education Policy.
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