Revista de Estudios Teóricos y Epistemológicos en Política Educativa

Private hegemony devices and implementation of the national common curricular base in the municipal public education system of Paraná State

2024-10-29T16:41:52+00:00

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.

Entrepreneurship, responsibility of the self and its implications in the public educational context

2025-01-06T01:09:14+00:00

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.

Antonio Gramsci: a biographical study of the thinker’s life

2025-02-21T11:20:14+00:00

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

2025-01-30T13:02:35+00:00

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.

Possibilities for the analysis of Educational Policy from the perspective of Institutions as cognitive and normative frameworks: insights from Sociological Neo-institutionalism

2025-01-05T23:45:41+00:00

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.

Performativity and education policies in Brazil: a meta-research study

2025-05-06T13:10:31+00:00

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.

The Philosophy of Praxis and education: historical and epistemological aspects

2025-05-26T12:03:54+00:00

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.

Public policies on Environmental Education and teacher training in Brazil: a critical study

2025-07-18T00:13:25+00:00

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.

Butlerian performativity as epistemology in education policies

2025-10-04T13:33:29+00:00

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.

Historical sources for the study of the education reform in the State of Paraná (1920-1924)

2025-11-24T18:25:25+00:00

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.

TONIETO, Carina; FÁVERO, Altair; BELLENZIER, Caroline Simon; CENTENARO, Junior Bufon (org.). Políticas educacionais e neoliberalismo. Porto Alegre: Livrologia, 2024. 700 p.

2025-03-25T00:57:11+00:00

Resenha:

TONIETO, Carina; FÁVERO, Altair; BELLENZIER, Caroline Simon; CENTENARO, Junior Bufon (org.). Políticas educacionais e neoliberalismo. Porto Alegre: Livrologia, 2024. 700 p.

Research on professionalization and teacher professional development and continuous training from a gender perspective: policies and inequalities in Latin American teachers

2025-09-03T12:41:52+00:00

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.

The field of the beginnings of university life in Argentina: Contributions for its conceptual consolidation and its networked methodological approach

2025-10-04T13:44:00+00:00

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.

Educational assessment: knowledge production in theses and dissertations in Peru (2013-2023)

2025-10-04T13:56:30+00:00

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.