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@article{Reflexivity and epistemological foundations in the production of Research Groups on Education Policies in Paraná_2026, volume={11}, url={https://revistas.uepg.br/index.php/retepe/article/view/25778}, DOI={10.5212/retepe.v.11.25778.004}, abstractNote={
The main objective of this study was to analyze the scientific production associated with Research Groups on Education Policies in the state of Paraná, Brazil, focusing on Doctoral dissertations and Master’s theses defended between 2020 and 2024. This metatheoretical study sought to identify the epistemological perspectives underlying these works, examining how theories have been appropriated and articulated within the field. The analysis revealed the predominance of historical-dialectical materialism, as well as the presence of other approaches, such as the Epistemologies of Education Policy Approach (EEPA). The concept of reflexivity, as developed by Pierre Bourdieu, was mobilized as a guiding principle for discussion following the analysis of the studies. The findings indicate that the analyzed productions reflect both the diversity of theoretical references in the field and the challenges of theoretical-epistemological consolidation, reinforcing the importance of reflexivity as an ethical and scientific practice in education policy research. Keywords: Research Groups. Education Policies. Reflexivity.
}, journal={Revista de Estudios Teóricos y Epistemológicos en Política Educativa}, year={2026}, month={Jan.}, pages={1–17} }