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@article{The academic production on educational policies in the research line Education History and Policy of the UEPG PPGE: what is involved in the choice of research objects?_2022, volume={7}, url={https://revistas.uepg.br/index.php/retepe/article/view/20471}, DOI={10.5212/retepe.v.7.20471.007}, abstractNote={
This article is the result of a master’s research carried out in the area of ​​educational policies, which aimed to develop an analysis of the methodological and theoretical-epistemological aspects of theses and dissertations linked to the Graduate Program in Education at the State University of Ponta Grossa (UEPG), in the line of Education History and Policy. Ninety-three works produced from 1996 to 2019 were analyzed. In this article, a cut of the total analysis was considered, involving only the questions relevant to the subjective dimensions that involved the process of choosing objects and theoretical-epistemological perspectives by the researchers. The theoretical framework used is anchored in Pierre Bourdieu’s theory of social fields, specifically considering the concepts of scientific field, habitus and interest. We also considered the formulations of the Approach to Epistemologies of Educational Policy (EEPE) developed by Tello (2012), and Tello and Mainardes (2015), together with Mainardes’ studies (2018, 2021) addressing the conceptual and methodological elements of the meta-research in the field of Educational Policy. As a result, it is pointed out that, despite the justification of the authors’ objects and a strong correspondence with the supervisors’ research themes, there is still a limitation in relation to explaining the theoretical-epistemological perspective. Keywords: Scientific Field. Educational Policies. EEPE. Graduate Program in Education (UEPG).
}, journal={Revista de Estudios Teóricos y Epistemológicos en Política Educativa}, year={2022}, month={Jun.}, pages={1–15} }