Concepções de estado e política educacional: uma análise comparativa a partir das perspectivas epistemológicas
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Tipo
Artigos
Classficação
Nível epistemológico
Data
2016
Autores
ORCID
Título do Períodico
Revista Online de Gestão e Política Educacional
ISSN
1519-9029
Página(s)/e-location
6-20
Idioma(s)
pt
Fonte
Fonte
Araraquara
20
1
jan./abr.
20
1
jan./abr.
Resumo
Escolhemos a cartografia social como metodologia de nossa pesquisa, que buscou comparar as perspectivas analíticas explicitadas pelos pesquisadores com as concepções de Estado e Política Educacional em suas análises. Mapeamos, assim, na amostra analisada, referente ao campo de estudo da Política Educacional, que as perspectivas epistemológicas mais recorrentes foram o marxismo, estruturalismo, pós-estruturalismo e pluralismo, porém nem sempre essas apareceram de forma explícita nos trabalhos, o que nos levou a inferir que o debate epistemológico no campo de estudo da Política Educacional, no Brasil, é urgente e necessário. Ademais, de forma plural, procuramos apresentar as concepções dos autores sobre Estado e Política Educacional e a possível relação com a epistemologia utilizada. Isso nos fez concluir que a pesquisa em Política Educacional depende de expressões mais veementes sobre as concepções de Política Educacional e Estado, seja qual for a teoria e epistemologia adotadas pelo pesquisador, visto que seus conceitos poderiam trazer mais reflexões no que diz respeito às mediações necessárias para a efetivação do direito à educação no país, pois, sem rigor conceitual, podemos deixar de ter uma pesquisa politicamente comprometida.
Social cartography was the research methodologyof choice in our research that sought to compare the analytical perspective made explicit by the researcherswith the conceptions of education in State and Politicsin their analyses.In the sample analysed, referred tothe field of the study oneducational politics, themapping performed was onmore recurrent epistemological perspectives, which were Marxism, structuralism, post-structuralism and pluralism. However, these perspectives did not always appear explicitly in the studies, which led us to conclude that the epistemological debate in the field of education inpoliticsin Brazil is urgent and necessary.In addition, we tried to demonstrate the authors’ concepts about the education in State and Politics, in a plural way,and the possible relationship with the epistemology used. Therefore, we came to the conclusion that the education in political research depends on more vehement expressions on the conceptions of the education in Politicsand State, whatever the theory and epistemology adopted by the researcher,because these concepts could bring more reflections regardingthe mediations required for the application of the right to education in the country, because without conceptual rigour it may lead to a lesspolitically engaged research.
Social cartography was the research methodologyof choice in our research that sought to compare the analytical perspective made explicit by the researcherswith the conceptions of education in State and Politicsin their analyses.In the sample analysed, referred tothe field of the study oneducational politics, themapping performed was onmore recurrent epistemological perspectives, which were Marxism, structuralism, post-structuralism and pluralism. However, these perspectives did not always appear explicitly in the studies, which led us to conclude that the epistemological debate in the field of education inpoliticsin Brazil is urgent and necessary.In addition, we tried to demonstrate the authors’ concepts about the education in State and Politics, in a plural way,and the possible relationship with the epistemology used. Therefore, we came to the conclusion that the education in political research depends on more vehement expressions on the conceptions of the education in Politicsand State, whatever the theory and epistemology adopted by the researcher,because these concepts could bring more reflections regardingthe mediations required for the application of the right to education in the country, because without conceptual rigour it may lead to a lesspolitically engaged research.
Descrição
Palavras-chave
Meta-análise, Cartografia Social, Política Educacional, Meta-analysis, Social Cartography, Education in Politics
Citação
SOARES, Solange Toldo. Concepções de estado e política educacional: uma análise comparativa a partir das perspectivas epistemológicas. Revista Online de Gestão e Política Educacional, Araraquara, v. 20, n. 1, p. 6-20, jan/abr. 2016. https://doi.org/10.22633/rpge.v20.n1.2016.9389. Disponível em: https://periodicos.fclar.unesp.br/rpge/article/view/9389. Acesso em: 2021-09-10