Positivism as classical epistemological framework of educational policy and school practice institutionalization in contemporaneity
DOI:
https://doi.org/10.5212/PraxEduc.v.9i2.0005Abstract
This article consists of an epistemological reflection on educational policies in order to contribute to the Red Latinoamerica de Estudios Epistemológicos en Política Educativa (ReLePe) debate. It is about to rescue the historical journey of the positivist position as classical epistemological framework of the educational policy institutionalization with regard to the implementation of educational action, with special focus to the set of rules, norms and values that conduct school activity. It is argued that these frameworks are constituted from two interconnected movements: historical construction of the epistemological frameworks of science and the Modern State that with the new mode of production, capitalism, gives rise to the second one: bourgeois movement of class distinction based on lifestyle. Thus, from the “Modern Reason”, it was outlined what may be regarded as a “model of civility”, becoming the epistemological framework and goal of achieving the educational policy institutionalization and school activity in contemporaneity.
Keywords: Educational Policy. Epistemological frameworks. Positivism.
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