A produção do conhecimento em Política Educacional na linha de pesquisa História e Política Educacionais do Programa de Pós-graduação em Educação da Universidade Estadual de Ponta Grossa: 1996 a 2019

Abstract

This research takes as its object of study the theses and dissertations on educational policies in the production of the Graduate Program in Education at the State University of Ponta Grossa (UEPG). A total of 93 works were analyzed, from 1996 to 2019. The analysis of the productions considered theoretical and methodological aspects of the research and its objects of study. The general objective of this analysis consists, from a critical position, to analyze to what extent the productions of the "Educational History and Policy" line of the UEPG Graduate Program in Education reproduce, or not, the characteristics and actions that reflect the general habitus of the field of educational policy in Brazil.The theoretical framework presented was based on Pierre Bourdieu's theory of social fields, specifically considering the writings on the scientific field, habitus, interest, agents and epistemological surveillance. It is understood that these concepts allow the consideration of objective and subjective issues that elucidate the actions of agents in the structures and how they incorporate and reproduce, consciously or not, the dispositions that constitute the habitus of this space. It was also based on studies that discuss issues related to the process of constitution of the field of Educational Policy in Brazil, as well as on works that analyze the main characteristics of the productions in the field in question (MAINARDES, 2009, 2015, 2017, 2018a, 2018b, 2018c; STREMEL, 2016, 2017; TELLO; MAINARDES, 2012; 2015; TELLO, 2012, 2013; among others). The research is constituted as being of a qualitative approach and, from the point of view of its methodological procedures, it is classified as documental and bibliographical. To carry out the analysis of the set of theses and dissertations raised, the formulations of the Focus on Epistemologies of Educational Policy (EEPE) developed by Tello (2012), Tello and Mainardes (2015) are taken as a basis, in addition to the studies by Mainardes (2018a, 2018b) regarding the conceptual and methodological aspects of meta-research in the field of Educational Policy. The analysis of the theoretical-epistemological issues of the productions indicated that the researches reproduce some of the main gapsidentified in more comprehensive analyzes of the production in the field of educational policy in Brazil. Among these, the absence of explanation of the theoretical-epistemological perspective that guides the research and the focus on local studies without considering the broader context involving the analyzed policies stand out. Furthermore, it was identified that the line has its own habitus, represented by decision-making and interests in relation to the objects of study and the theoretical-methodological perspectives adopted. Among the main results, the following stand out: a) Predominance of studies on specific educational programs; b) Most of the studies are carried out at the local level; c) The perspective of Historical and Dialectical Materialism and its Marxist strands and the Combined Theorizing strategy are the most used perspectives among the agents of the line; and d) There is a strong correspondence between the topics of interest to advisers and the topics of study of their students. It was also observed in relation to the adoption of their theoretical-epistemological perspectives.