The constitution of the academic field of education policy in Brazil: Historical aspects

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Abstract

This paper analyzes the constitution of the academic field of education policy in Brazil. The theoretical foundation is based on the contributions of Pierre Bourdieu’s theory on the notion of field. From the results of the analysis of the sources of the research, we present the historical aspects of the constitution of the academic field of education policy in Brazil divided into three moments, namely: 1) background of the academic field of education policy in Brazil (from 1820 to 1950); 2) institutionalization of the academic field of education policy (from the 1960s; and 3) expansion of the academic field of education policy (from the 1990s). We concluded that it is a comprehensive field and in permanent expansion and construction. Due to its nature, education policy does not constitute a monopoly of a scientific community, journals, research networks, etc., because it is something of public interest, and it can be discussed in different social and political spaces.

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How to Cite
Stremel, S., & Mainardes, J. (2018). The constitution of the academic field of education policy in Brazil: Historical aspects. Education Policy Analysis Archives, 26, 168. https://doi.org/10.14507/epaa.26.3682
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Commentaries
Author Biographies

Silvana Stremel, Universidade Tecnológica Federal do Paraná

PhD in Education from the Universidade Estadual de Ponta Grossa (2016). Adjunct Professor at the Department of Education of the Universidade Tecnológica Federal do Paraná (UTFPR) and collaborator of the Red de Estudios Teóricos y Epistemológicos en Política Educativa (ReLePe).

Jefferson Mainardes, Universidade Estadual de Ponta Grossa

PhD from UCL - Institute of Education (2004). Associate Professor at the Department of Education of the Universidade Estadual de Ponta Grossa and the Graduate Studies Program in Education (Master’s and Doctorate). As of August 2015, he is Honorary Senior Research Associate of UCL/Institute of Education (London). He has Research Productivity Grant - CNPq. He is co-director of the Red Latinoamericana de Estudios Epistemológicos en Política Educativa - ReLePe. He is editor of the journal Práxis Educativa (UEPG) and the Revista de Estudios Teóricos y Epistemológicos en Política Educativa. From 2013 to 2015, he was representative of ANPEd in the GT of Human and Social Sciences of CONEP. Member of the CA-Ed of CNPq (2017-2020).