Reforma educacional nas pesquisas do campo da política educacional no Brasil (2000-2017)

Abstract

The objective of this research was to analyze the perspectives of educational reform in scientific production in Educational Policy, in the period 2000-2017 in Brazil. This thesis is in the field of public policy, specifically, Educational Policy, recognized as a scientific field (BOURDIEU, 2004) that acquires unique behaviors and tendencies in Brazil and is consolidated, above all through the creation of Graduate Programs in Education and from scientific associations It started from the hypothesis that educational reform has been a “fuel” for scientific production in the field of educational policy, with different interpretations and epistemologies, as this is not a monolithic phenomenon. However, the argument was defended that reform can be better understood as part of the process of social regulation (POPKEWITZ, 1997). The reform is an educational policy full of intentionality, which does not always generate social change or transformation, but as a political strategy strengthened in the midst of Modernity, it carries with it a strong sense of progress and social improvement. The reform discourse is commonly geared towards progress, but its development in the transition between the XX and XXI centuries demonstrates that the implementation of reforms does not always culminate in a progressive change, which leads to a disbelief in the relevance of the reform as a public policy and research object. This study sought to defend that, in addition to being complex, the study of the reform is fundamental today, which was sought to be scientifically proven by carrying out metaresearch on this theme. The meta-research (MAINARDES, 2018; 2021) was based on the importance of institutions and researchers in the expansion and strengthening of the scientific field, so that the selection of the sample corpus was based on the link with important institutions in the field of Educational Policy (31 Doctoral theses linked to Graduate Programs in Education and 29 articles published in journals linked to educational scientific associations). The methodology used had as its main inspiration the category Focus on Epistemologies of Educational Policy – EEPE – which helped, above all, in the problematization of the perspectives of educational reform and the epistemological perspectives that supported such investigations. The main conclusions point to the heterogeneity of interpretations about educational reform and highlight the plurality of epistemological perspectives employed in its study. All the research analyzed presented a critical or critical-analytical positioning, as we found a great effort by the authors to demonstrate their world, society, and education views, as well as their perception of the reform in a contextualized and interrelated way to global politics.