Revista de Estudios Teóricos y Epistemológicos en Política Educativa
Revista de Estudios Teóricos y Epistemológicos en Política Educativa es una publicación continuada de la Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe e UEPG. Surgida como una necesidad regional cuenta con el apoyo institucional de varias universidades y asociaciones. Publica artículos sobre estudios teóricos y epistemológicos en política educativa en sus ocho ejes temáticos en español, portugues e inglés. __________ Revista de Estudios Teóricos y Epistemológicos en Política Educativa é uma publicação continuada da Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe e UEPG. Surgiu como uma necessidade regional conta com o apoio institucional de várias universidades e associações. Publica artigos sobre estudos teóricos e epistemológicos em política educativa em seus oito eixos temáticos em espanhol, português e inglês. __________ The Journal of Theoretical and Epistemological Studies on Education Policy is published continuously by the Network of Theoretical and Epistemological Studies on Education Policy (Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe) abd UEPG, a regional network with institutional support from several universities and associations. The journal publishes articles on theoretical and epistemological studies in educational policy in Spanish, Portuguese, and English. ISSN Online: 2409-3696
UEPG e Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe
1. Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Atribuição 4.0 Internacional que permite o compartilhamentodo trabalho com reconhecimento da autoria e publicação inicial nesta revista. 2. Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista. 3. Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado (Veja O Efeito do Acesso Livre). __________ Los autores que publican en esta revista están de acuerdo con los siguientes términos: 1. Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación del trabajo al igual que licenciado bajo una licencia de Creative Commons Reconocimiento 4.0 Internacional que permite a otros compartir el trabajo con un reconocimiento de la autoría del trabajo y la publicación inicial en esta revista. 2. Los autores pueden establecer por separado acuerdos adicionales para la distribución no exclusiva de la versión de la obra publicada en la revista (por ejemplo, situarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en esta revista. 3. Se permite y se anima a los autores a difundir sus trabajos electrónicamente (por ejemplo, en repositorios institucionales o en su propio sitio web) antes y durante el proceso de envío, ya que puede dar lugar a intercambios productivos, así como a una citación más temprana y mayor de los trabajos publicados (Véase The Effect of Open Access) (en inglés). __________ If the article is accepted for publication, copyright of this article will be vested in the The Journal of Theoretical and Epistemological Studies on Education Policy. Este obra está licenciado com uma Licença Creative Commons Atribuição 4.0 Internacional. This work is licensed under a Creative Commons Attribution 4.0 International License. Este obra está bajo una licencia de Creative Commons Reconocimiento 4.0 Internacional.
Marxism, transformative ethos, and ethical-ontoepistemology: theoretical-critical foundations for research and teaching in Education Policy
This article analyzes the contemporary relevance of the transformative ethos of Marxism in the field of education, in contexts marked by political polarization, conservative attacks on public universities, and the advance of neoliberal reforms. It is developed as a theoretical-critical study grounded in historical-dialectical materialism and the philosophy of praxis, based on a conceptual reconstruction and an immanent analysis of key categories of the Marxist tradition, articulated with the proposal of ethical-ontoepistemology and the Transformative Activist Stance formulated by Anna Stetsenko. As a result, the article systematizes the Analytical Matrix of the Transformative Ethos, organized into five dimensions (ontological, epistemological, ethical, political, and pedagogical) and a set of analytical indicators aimed at the critical reading of education policies, hegemonic disputes, and formative processes. It concludes that the transformative ethos does not constitute a militant add-on to research, but rather a criterion of critical scientificity that contributes to denaturalizing technicist approaches, making explicit the societal projects in dispute, and strengthening the defense of academic freedom and the formation of subjects capable of understanding education as a contradictory field of reproduction and resistance. Keywords: Transformative ethos. Ethical-ontoepistemology. Education Policy.
Collated list of Stephen J. Ball’s publications in Portuguese
Stephen J. Ball is one of the most renowned researchers in the field of Education Policy, exerting great influence on education policy research in different countries, including Brazil. This survey includes a complete list of his publications in Portuguese and of conferences held in Brazil. In addition, it includes four appendices: reviews of the author’s books; publications discussing his contributions, the policy cycle approach, and the theory of policy enactment; conferences and lectures by commentators; as well as a list of online talks and lectures on the policy cycle approach and Stephen J. Ball’s contributions. Keywords: Stephen J. Ball. Education policies. Policy cycle approach. Theory of policy enactment.
Optimizing space: neoliberalism and the school reorganization proposal in the State of São Paulo (2015)
In 2015, the state of São Paulo was impacted by the announcement of the School Reorganization policy, a project that proposed reorganizing schools by educational cycles and implied the closure of activities in 94 school units. Drawing on a post-critical theoretical approach, this article seeks to problematize the educational dimension of the reorganization proposal. The text is organized into two parts: the first presents a theoretical analysis of neoliberalism as a rationality with totalizing aspirations and examines its educational potential; the second analyzes the discourse surrounding the reorganization policy, drawing on government documents and interviews given by public officials, to argue that the proposal constitutes an application of neoliberal rationality through the mobilization of values that, by reshaping the subjectivities of those affected, educates. Keywords: Neoliberalism. Educational. School reorganization.
The centrality of education in the formation of the collective man and student: reflections from Gramsci’s thought
This text analyzes the formation of the “collective man” and the “collective student” from a Gramscian perspective, emphasizing the relationships between hegemony, common sense, political praxis, and education. Starting from the understanding that social subjects are products of historical, social, political, and economic contexts, it discusses how the “mass man” and the “mass student” internalize dominant ideologies that legitimize exploitation and inequality, maintaining passivity and individualism. The strategic role of education and student representative organizations in building critical consciousness, intellectual autonomy, and organizational spirit is highlighted, enabling the transition from the passive individual to the politically engaged collective subject. Finally, it argues that the transformation of power structures depends on the formation of critical and organized subjects capable of questioning the dominant hegemony and contributing to the construction of a just and democratic society. Keywords: Gramsci. Hegemony. Common sense. Collective student. Political praxis.
Appropriations of Gramscian concepts and categories in dissertations on education policies
This article aims to investigate the theoretical and methodological appropriation of Antonio Gramsci’s thought in doctoral dissertations linked to the field of Education Policies within Graduate Programs in Education in Brazil, covering the period from 2016 to 2020. The study highlights that the theoretical approach adopted in these studies is grounded in historical-dialectical materialism, a fundamental method for understanding social and political dynamics from a Gramscian perspective. Initially, a section was developed to address ethical issues in research, discussing aspects related to integrity, rigor, and methodological care in the analysis of the dissertations, as well as reflecting on Gramsci’s categories and concepts. Subsequently, an analysis of Gramscian categories is carried out, including quantitative data on the frequency of the categories and concepts used in the theses, as well as an examination of the categories hegemony, intellectuals, philosophy of praxis, State, and civil society. Finally, the analysis reveals the predominance of a critical reading of the writings of Antonio Gramsci (1891–1937), aimed at problematizing hegemonic policies and social contradictions. However, limitations in the appropriation of Gramsci’s thought were also identified, suggesting the importance of a dialectical and critical reading to strengthen the emancipatory orientation of the research. Keywords: Gramsci. Education Policies. Doctoral dissertations.
Basil Bernstein’s theory: testability, refutability, and predictions on the production and implementation of education policies
This article aims to: (a) indicate the testability and refutability of the argument developed by Basil Bernstein to address the problem of the relationship between social class, modes of cognitive expression, and predisposition or resistance to schooling processes; and (b) present three predictions, derived from Bernstein’s Theory of Pedagogic Discourse (TPD), as well as their testability and refutability in educational policy research. The article seeks to demonstrate that Basil Bernstein’s theory meets Popperian criteria of scientificity, as it is composed of empirically testable and refutable propositions and, as such, is capable of generating predictions on the production and implementation of education policies. Based on these analyses and propositions, the article aims to contribute to: (a) clarifying the extent to which Bernsteinian Sociology of Education can be studied from a Popperian Philosophy of Science perspective; (b) indicating how Bernstein’s theory can contribute to critical research and theoretical development in the Sociology of Education; (c) questioning epistemological relativism; and (d) offering a critical Bernsteinian model for empirical research in the field of Education Policy. Keywords: Basil Bernstein. Karl Popper. Education policies.
Presentación - Dossier: Políticas educativas: tendencias actuales en la producción de conocimientos en América Latina
Presentación - Dossier: Políticas educativas: tendencias actuales en la producción de conocimientos en América Latina.
Políticas educativas. Tendencias actuales en la producción de conocimientos en América Latina
Historical sources for the study of the education reform in the State of Paraná (1920-1924)
This article investigates the education policies implemented in the early years of Republican Brazil, with an emphasis on the education reform carried out in Paraná by Cesar Prieto Martinez between 1920 and 1924. The analysis is based on a set of official and unofficial historical sources, such as reports from the General Inspectorate of Education, the journal O Ensino (The teaching), and records from the press. Grounded in the contributions of Thomas Popkewitz—especially the concept of “ecologies of reform”—and in the reflections of Carlos Roberto Jamil Cury on the contradictory nature of education policies, the study seeks to understand the reform as a historical and political process marked by power disputes, modernization projects, and attempts to rationalize public education. The research shows that, while aiming to align Paraná’s schools with the Republican ideals of progress, civic education, hygienism, literacy, and the rationalization of teachers’ work, Martinez’s reform reproduced tensions between inclusion and exclusion, innovation and resistance. Analysis of the sources reveals that the reform went beyond the normative sphere, constituting a formative experience shaped by social, cultural, and economic conditions. The study reaffirms the importance of historiographical critique and the use of diverse sources to understand the historical meaning of educational reforms and their repercussions for the development of public schooling in Brazil. Keywords: Education reforms. Cesar Prieto Martinez. Education policies. History of Education. Paraná.
Reflexivity and epistemological foundations in the production of Research Groups on Education Policies in Paraná
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.
Afrodiasporic epistemologies and ethnic-racial perspectives: contributions to educational policies in Latin America
This article explores Afro-diasporic contributions to the production of knowledge about educational policies with an ethno-racial approach from a Latin American perspective, focusing on Brazil and Colombia. To this end, it analyzes key works from the last 20 years that inform this field, highlighting the main thematic and analytical trends, the actors who have contributed to the development of this field, and the contributions these studies make to the field of educational policies in general. It shows that the study of educational policies with an ethno-racial perspective responds to historical contexts of racial inequality that affect Indigenous and Afro-descendant peoples in the region and has developed in dialogue with the educational practices of the Afro movement, with legislative advances and the creation of specific policies for Afro-descendants in education, as well as with the intervention of agents from international organizations. Keywords: Educational policies. Ethno-racial perspective. Afro-descendants. Afro-diasporic studies. Knowledge production.
Constructing the epistemethodological framework in educational policy research practice
The aim of this study was to understand how the concept of epistemethodology is mobilized in educational policy research conducted by the Research Group on Public Policies of Curriculum and Assessment (GPCA, acronym in Portuguese) of the Graduate Program in Education at the Regional University of Blumenau (PPGE-FURB). This is a meta-research study, that is, research on research, which seeks to make explicit the articulation between epistemology, methodology, and authorial positioning in the production of knowledge. To this end, the object of analysis was the doctoral dissertation of a GPCA member, highlighting the coherence between the adopted perspective, positioning, and approach. The dissertation is grounded in a Marxist perspective and expands through dialogue with cultural studies, enabling an understanding of reality based on its historical, social, economic, and ideological contradictions, thus adopting a neo-Marxist stance. As an approach, the relational analysis developed by Michael Apple and Stephen J. Ball’s network ethnography stand out, both used as a theoretical-methodological framework. This study considers that epistemethodology implies that the researcher assumes themselves simultaneously as both character and painter of the studied framework, and that research is constructed in accordance with how the researcher themselves is constituted. Keywords: Epistemethodology. Education policies. Meta-research.
National Commitment to Literate Children: discourses of the training axis
This article aimed to analyze the guidelines set out in the teacher education axis of the National Commitment to Literate Children, implemented by the Ministry of Education in 2023. The study adopted a qualitative approach, based on documentary research. The theoretical framework draws on the policy cycle approach (Ball, 1994, 2001; Bowe; Ball; Gold, 1992). The materials analyzed included Decree no. 11,556 of June 12, 2023; the document presenting the Commitment; the Guidelines Handbook for the formulation and implementation of continuing teacher education strategies; and the Guidelines Handbook on governance design and the functioning of the State Strategic Committee. The documents that constitute the Commitment make it possible to understand how educational governance is embedded in its discourse, how evaluation mechanisms reverberate in teacher education initiatives carried out in local contexts, and how spaces are opened for privatization and for new actors involved in the management of the policy underway. This context, in turn, influences teacher education processes and the practices of beginning literacy teachers. Keywords: National Commitment to Literate Children. Training axis. Education policy.
Educational assessment: knowledge production in theses and dissertations in Peru (2013-2023)
This paper presents a study that mapped and analyzed Peruvian scientific production (2013-2023) on educational assessment in teacher education, focusing on theses and dissertations. The research employs elements of a meta-research approach to deepen the critical analysis of the knowledge produced, and uses the Iramuteq software to support data systematization in order to identify theoretical and methodological trends in academic production from Peruvian universities. The results show growth in publications over the past five years, mainly concentrated in Lima and at Universidad César Vallejo, revealing centralization and a lack of regional and institutional diversity. Moreover, the recurrent keywords indicate a formative approach to assessment, oriented toward teaching practice and learning. However, conceptual and methodological weaknesses are observed, with limited use of Peruvian theoretical frameworks and little articulation with macrostructural contexts, highlighting the need for greater epistemological depth and academic plurality. Keywords: Educational assessment. Knowledge production. Peru. Teacher education.
The field of the beginnings of university life in Argentina: Contributions for its conceptual consolidation and its networked methodological approach
This essay analyzes the consolidation of the field of study at the beginnings of university life in Argentina, proposing it as a conceptual framework that surpasses the traditional notion of “admission.” Firstly, this field is reconstructed based on four key analytical dimensions: access policies, articulation between educational levels, pedagogical support, and the appropriation of academic culture. Secondly, given the complexity of this object of study, it is argued that isolated disciplinary approaches are insufficient. Within this framework, the case of the "Research Network on the Beginnings of University Life" (REIVU) is presented and analyzed as a methodological model of networked collaborative knowledge. The essay concludes that this federal and transdisciplinary way of working is a powerful epistemological tool for producing socially relevant and robust knowledge about access and persistence in higher education. Keywords: Beginnings of university life. Field of study. Collaborative knowledge.
Butlerian performativity as epistemology in education policies
The propositions of this work are based on the theoretical implications of Judith Butler (2015) regarding performativity. Furthermore, the inflections of performativity as epistemology, its relationship with the productivity of gender, sex, and sexuality, and how this can be applied to education policy research are also explored. To do so, it is essential to consider key concepts from Butlerian epistemology, as well as identity processes within education policies, such as gender, sex, discourse, queer theory, and performativity. In this context, performativity is understood as an epistemology—entirely distinct from performance—especially when interpreted through the lens of the work Gender Trouble (Butler, 2015), which offers valuable conceptual contributions to education policy research. The aforementioned work challenges fixed notions of identity, or even identities, highlighting the importance of diversity and proposing epistemic possibilities that are more sensitive to abject, de-subjectified differences. The application of queer theory in education policy research serves as a post-critical resource, enabling an analysis of dominant norms of gender and sexuality within educational institutions. Moreover, it promotes strategies of transformation and resistance, aiming for an egalitarian education for abject/dissident bodies, as this perspective is believed to challenge the discrimination faced by these bodies, thereby functioning as a form of inquiry. Keywords: Queer. Performativity. Epistemology. Gender. Education policies.
Research on professionalization and teacher professional development and continuous training from a gender perspective: policies and inequalities in Latin American teachers
This study presents a state-of-the-art review of continuing teacher training policies in Latin America and the Caribbean from a gender perspective, with the aim of understanding the role of gender in this field: as a native category of educational policy—training content and implementation criteria—and as an analytical category. A systematic review of academic literature and cooperation agency documents published between 2015 and 2025 in regional and international databases was conducted. The production of knowledge on continuing education is analyzed in four topics: gender on the global agenda, gender as content, trajectories and models, and teacher preferences and demands. The incorporation of gender complicates teacher training policies and their analysis, enables an understanding of power relations in education systems, and reveals itself as a theory and lever for cultural change towards equity in training and teaching. The gender perspective is linked to the general problems of professional development and promotes collective reflection on practice, the problematization of the personal as political, and the development of collective support strategies, typical of feminism and gender theory. Keywords: Continuing teacher education. Professionalization. Gender. Latin America. Inequalities.
Approximations between the Policy Cycle Approach, Policy Enactment Theory, and Foucaultian Enunciative Analysis
This article aims to present the possibilities for articulating the Policy Cycle Approach and Policy Enactment Theory with Foucaultian Enunciative Analysis in the analytical construction of education policies. The operationalization of Foucaultian concepts such as enunciation and governmentality is presented as a powerful tool for critically analyzing data produced within the contexts of influence, text production, and practice, as well as the contextual dimensions proposed by Policy Enactment Theory. To this end, the article’s writing retraces the theoretical-methodological construction process of a doctoral dissertation in Education that set as its analytical scope the production of the “Schools of the Future” in the Municipal Network of Florianópolis, Santa Catarina, Brazil, and their possible effects on teachers’ work. Through the analysis of official documents and comprehensive interviews with teachers and pedagogical teams from two schools, as well as with two former secretaries of education, it was possible to elaborate the discursive formations that emerge and generate the enunciations of “innovative education” and the “entrepreneurial ethos,” which shape the contexts and dimensions of the Policy Cycle. Keywords: Policy Cycle Approach. Policy Enactment Theory. Governmentality. Enunciative Analysis. Schools of the Future.
Public policies on Environmental Education and teacher training in Brazil: a critical study
The foundations of historical-dialectical materialism have significantly contributed to the development of a critical understanding of the guidelines for public policies on Environmental Education in Brazil, enabling an educational approach aimed at transforming concrete reality and fostering the emancipation of historical subjects. Considering the interconnected pathways that Environmental Education has promoted within Brazilian education, it becomes relevant to discuss teacher training in the national educational context. The aim of this research is to critically analyze the evolution of the main public policies for teacher education, beginning with the Curricular Guidelines for Environmental Education and the National Education Guidelines and Framework Law, and concluding with the National Common Framework for the Continuing Education of Basic Education Teachers (BNC-Formação, acronym in Potuguese). Specifically, the study seeks to interconnect Brazilian Environmental Education policies, their historical milestones, and new perspectives for action in the educational field. The methodology is based on a qualitative approach, supported by documentary and bibliographic research. For the literature review, databases from the Coordination for the Improvement of Higher Education Personnel (CAPES) and the Scientific Electronic Library Online (SciELO) were used, from which relevant articles published in the last five years (2020–2024) were selected. The study concludes by highlighting the scarcity of publications on teacher training in Environmental Education, reinforcing the need for further research on the subject. Keywords: Public policies. Teacher education. Environmental Education.
The Philosophy of Praxis and education: historical and epistemological aspects
This article focuses on the analysis of the Philosophy of Praxis and its expression as an epistemological foundation for education. It aims to position the Philosophy of Praxis historically and conceptually, as well as its relationship with education in the current educational context. It is based on the assumption that educational praxis transcends mere technical and empiricist training in teaching and learning, as it carries a transformative potential for the social order. Methodologically, the text is structured as a theoretical-analytical exposition, drawing on the works of philosophers Adolfo Sánchez Vázquez (1915–2011) and Antonio Gramsci (1891–1937). The study indicates that education is deeply linked to the material conditions and production relations of a society, making it urgent to discuss the epistemological foundations that enable social transformation. In this regard, the importance of deepening the analysis of educational public policies in their social, political, and economic dimensions is emphasized, focusing on theoretical and methodological approaches that strengthen an education committed to social change and the ethical-political formation of individuals. Keywords: Education. Praxis. Epistemology.
Performativity and education policies in Brazil: a meta-research study
The global transformations that took place at the end of the 20th century had a direct impact on education policies, which came to be shaped by the logic of performativity within the neoliberal context. In this scenario, the ways in which categories are appropriated in scientific production are called into question. This article thus aimed to analyze how the category of performativity is used in studies on education policies in Brazil. To this end, meta-research was adopted as a theoretical-epistemological review method, based on theses and dissertations published between 2019 and 2024. The policies analyzed include evaluation policies, general policies, teacher education, and management, with a focus on the implications of the category for the subjects involved. The results indicate a tendency to approach performativity as a performance culture, based on Stephen Ball’s epistemological perspective, particularly drawing on the Policy Cycle Approach. It was found that the predominant epistemological positions are of a critical-analytical nature, although in some cases the use of concepts is insufficiently problematized, implying a certain scientific conformism regarding the concept of performativity. It is concluded that the appropriation of performativity in research lacks greater epistemological rigor with regard to conceptual clarity in the studies. Keywords: Education policy. Performativity. Meta-research.
TONIETO, Carina; FÁVERO, Altair; BELLENZIER, Caroline Simon; CENTENARO, Junior Bufon (org.). Políticas educacionais e neoliberalismo. Porto Alegre: Livrologia, 2024. 700 p.
Resenha: TONIETO, Carina; FÁVERO, Altair; BELLENZIER, Caroline Simon; CENTENARO, Junior Bufon (org.). Políticas educacionais e neoliberalismo. Porto Alegre: Livrologia, 2024. 700 p.
Antonio Gramsci: a biographical study of the thinker’s life
This paper presents a critical review of the literature on the biography of Antonio Gramsci (1891-1937). Marxist philosopher, writer, political theorist, journalist, literary critic, linguist, historian, politician and Italian translator, Gramsci was a co-founder of the Communist Party of Italy and author of the Prison Notebooks, written during his imprisonment by the fascist regime of Benito Mussolini. Through a critical literature review, the study highlights the importance of reliable sources in the construction of biographies, discussing discrepancies in historical records and the influence of different interpretations on their trajectory. In addition, the research addresses little-mentioned aspects of his life, such as his condition as a disabled person and the political circumstances surrounding both his imprisonment and that of his father, Francesco Gramsci. The analysis seeks to fill historiographical gaps and provide a well-founded view of Gramsci’s life, highlighting his relevance for academic studies in thirty-five areas of knowledge in Brazil. The paper also features images of the Sardinian thinker and his family. Keywords: Antonio Gramsci. Biography. Historiographical sources.
Theoretical-epistemological frameworks in academic research on the commercial-philanthropic nature of education
This paper aims to identify the theoretical-epistemological perspectives and epistemological positioning of academic works produced between 2012 and 2022 that address the theme of the commercial-philanthropicization of education. In contemporary times, the influence of entrepreneurs in the education sector is growing, which has sparked intense debates about their role in the pedagogical context and in education policies. The method used is anchored in historical-dialectical materialism, including bibliographical research under the qualitative approach. The study seeks to broaden the understanding of entrepreneurs in education and the theoretical-epistemological aspects present in academic productions. Keywords: Metaresearch. Theoretical-epistemological foundations. Commodification of education.
Entrepreneurship, responsibility of the self and its implications in the public educational context
This study examines the implications of entrepreneurship in the educational context, focusing on recent educational and curricular reforms, such as the Brazilian National Common Core Curriculum for Secondary Education (BNCC-EM, acronym in Portuguese) and the National Education Guidelines and Framework Law (LDBEN, acronym in Portuguese), aligning with the perspective of Curriculum Policy Studies. The objective is to analyze how these policies, which promote autonomy and youth protagonism, impact the holistic education of students. Using a qualitative approach based on document analysis and literature review, the study discusses the pros and cons of entrepreneurship as a transversal theme in the curriculum. The results indicate that, although entrepreneurship can foster important skills such as autonomy, creativity, and problem-solving, it risks exacerbating inequalities and promoting an individualistic perspective that overlooks the structural barriers faced by many students. The final considerations highlight the need for an education that balances preparation for the job market with critical and inclusive training, acknowledging the implications of curricular policies in shaping subjectivity and transferring individual responsibilities, often neglecting the social and economic challenges that affect educational equity. Keywords: Student autonomy. Public education. Responsibility of the self.
Possibilities for the analysis of Educational Policy from the perspective of Institutions as cognitive and normative frameworks: insights from Sociological Neo-institutionalism
This theoretical review article examines in a historical line and from a broad sociological perspective approaches that support and contribute to configure the analysis of policies from the sociological neoinstitutionalism, which conceives Institutions not as political-administrative organs and structures of government but as cognitive and normative frameworks historically configured as social constructs referents of sense. Contributions of referents authors are critically reviewed and a synthesis of the possibilities of sociological neo-institutionalism as an alternative for the analysis of educational policy in the context of Latin America is made. It is oriented towards new researchers interested in entering the Field of Educational Policy Studies from the neoinstitutional perspective with a sociological approach. Keywords: Sociological Neo-institutionalism. Institutions. Cognitive and normative frameworks. Educational policy analysis.
A theoretical framework for studies in educational policy: articulating epistemology and enabling intersections
This article explores theoretical possibilities for the study of educational policies, advocating for the adoption of the policy cycle approach, which encompasses the contexts of influence, text production, and practice. Additionally, the theory of enactment is proposed to deepen understanding of how policies are implemented in practice. Methodologically, the use of principles from narrative and (auto)biographical research is recommended, which emphasise subjective thoughts, perceptions, and meanings. These research approaches foreground the experiences, inspirations, emotions, and meanings of those involved, prioritising the primacy of their lived experiences. It is argued that centralising the understanding of policies in an individual and collective level enables a clearer grasp of practices that bring to life the meanings of formulated and implemented educational policies. The article is initially structured by presenting and clarifying the proposed theoretical frameworks, followed by a discussion of potential intersections, aiming to understand how public policies impact and are shaped by the human condition. Keywords: Policy cycle approach. Theory of enactment. (Auto)biographical research.
Antonio Gramsci and the May 1919 Chronicles of L’Ordine Nuovo
This work presents the translation of the first four chronicles by Antonio Gramsci published in L’Ordine Nuovo newspaper, all in May 1919, unpublished in Portuguese Language. The aim is to explore the historical and political relevance of these texts and highlight the current relevance of the author’s ideas. Each chronicle was historically contextualized and analyzed to make evident Gramsci’s vision of socialism, the working class and the need for social transformation. Among the main findings, Gramsci’s strong criticism of the bourgeoisie and the capitalist system stands out, as he considered them incapable of promoting post-war reconstruction. The author presents the proletariat as the true agent of change, which must be guided by a socialist faith and critical education. Another important finding is the defense of an authentic socialism, free from concessions and superficial pragmatisms, and of an absolute break with the repressive structures of capitalism. Finally, L’Ordine Nuovo is characterized as an instrument of revolutionary education, essential to prepare the working class for the future socialist state. It is still possible to perceive the permanence of Gramsci’s work in contextualization with the current period. Keywords: Chronicles of L’Ordine Nuovo. Antonio Gramsci. Political writings. Revolutionary education. Social transformation.
Private hegemony devices and implementation of the national common curricular base in the municipal public education system of Paraná State
This paper contemplates the implementing process of the National Common Curricular Base (BNCC in its Portuguese acronym) in the municipal public education networks of Paraná, focusing on Private Hegemony Apparatuses (PHAs), as well as the role played by the State Secretariat of Education (SEED/PR) and the National Union of Municipal Education Directors (UNDIME/PR) in this process. Gramsci contributes with theoretical and methodological support that makes it possible to understand the State as integral, constituted by political society and civil society. In this State Model, the PHAs are allocated, considered institutes, associations and political parties around which the collective aspirations of the rising group are organized. As a result, the PHAs Instituto Reúna and Movimento Colabora Educação (MCE) are understood in connection with large conglomerates, among them the Lemann Foundation (LF), which have been dedicated to implementing the BNCC in Paraná municipalities. This is bibliographic and documentary research with searches on websites of the SEED/PR, National Union of Municipal Education Directors (UNDIME), UNDIME (PR), Movimento pela Base (MPB), as well as data and news regarding the topic. It was clear that UNDIME/PR, SEED/PR and the Municipal Education Secretariats legitimized the process, producing consensus and validating private participation through seminars, live broadcasts and teacher training, offering and indicating inputs organized by these institutes. Keywords: Private Hegemony Apparatuses. Municipal Public Education Networks of Paraná. BNCC.
Approaches to Education in Gramsci and Bourdieu
This paper aims to present possible convergences between Gramscian and Bourdieusian perspectives on the educational field, based on specific concepts. The concepts discussed include hegemony, symbolic violence, culture, and cultural capital. A theoretical reflection is conducted through bibliographic research, seeking to revisit the theorists’ writings and interpret them in a way that highlights aspects for considering the educational context. Finally, the possibility of analyses between these perspectives is examined by identifying relationships and articulations for education, based on the interrelation of Gramsci and Bourdieu’s concepts, even though the two authors have distinct theoretical orientations and points of divergence. Keywords: Antonio Gramsci. Pierre Bourdieu. Education.
Potentials of the Policy Cycle Approach in research on Education Policies – Interview with Professor Jefferson Mainardes
Interview with Professor Jefferson Mainardes.