Concepções de estado e política educacional: uma análise comparativa a partir das perspectivas epistemológicas

Abstract

Social cartography was the research methodology of choice in our research that sought to compare the analytical perspective made explicit by the researchers with the conceptions of education in State and Politics in their analyses. In the sample analysed, referred to the field of the study on educational politics, the mapping performed was on more 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 in politics in 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 Politics and State, whatever the theory and epistemology adopted by the researcher, because these concepts could bring more reflections regarding the mediations required for the application of the right to education in the country, because without conceptual rigour it may lead to a less politically engaged research.