Notes on the concept of field and educational policy studies

Detalhes bibliográficos
Autor(a) principal: Sossai, Fernando Cesar
Data de Publicação: 2017
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Estudios Teóricos y Epistemológicos en Política Educativa
Texto Completo: https://revistas.uepg.br/index.php/retepe/article/view/10463
Resumo: Abstract: The concept of field is a recurring subject of discussions between the education policy researchers. Swelling the ranks of such debate, this text is an essay that discusses the different meanings of that concept in educational studies of different types (doctoral theses, articles, etc.). The paper is structured in four parts. In the first section, we performed an analysis of the historicity of the word field. After that, we scrutinized the writings by Pierre Bourdieu with the intention to better understand two concepts that we believe are essential to educational policy studies (“intellectual field” and “scientific field”). In the third part, we investigate the concept of field expressed in publications whose focus was how and why the studies in educational policies form a "field of something" (knowledge, studies...). Thus, we questioned the meaning of field registered in a set of 34 texts collected in the Thematic Library on the ReLePe site. In the fourth section, we finished the article offering some considerations to scholars who would like to use the word field in their investigations about educational policies.   Keywords: Field. Educational policy. Education.
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spelling Notes on the concept of field and educational policy studiesAnotaciones sobre el concepto de campo y los estudios en políticas educativasAnotações sobre o conceito de campo e os estudos em políticas educacionaisAbstract: The concept of field is a recurring subject of discussions between the education policy researchers. Swelling the ranks of such debate, this text is an essay that discusses the different meanings of that concept in educational studies of different types (doctoral theses, articles, etc.). The paper is structured in four parts. In the first section, we performed an analysis of the historicity of the word field. After that, we scrutinized the writings by Pierre Bourdieu with the intention to better understand two concepts that we believe are essential to educational policy studies (“intellectual field” and “scientific field”). In the third part, we investigate the concept of field expressed in publications whose focus was how and why the studies in educational policies form a "field of something" (knowledge, studies...). Thus, we questioned the meaning of field registered in a set of 34 texts collected in the Thematic Library on the ReLePe site. In the fourth section, we finished the article offering some considerations to scholars who would like to use the word field in their investigations about educational policies.   Keywords: Field. Educational policy. Education.Resumen: El concepto de campo es un tema frecuente en los debates entre los investigadores de políticas educativas. Con la intención de profundizar más estos debates, este trabajo en forma de ensayo problematiza las diferentes acepciones de este concepto en estudios educativos de diversa naturaleza (teses, artículos, etc.). El artículo se estructura en cuatro partes. En el primero, efectuamos un análisis sobre la historicidad del término campo. Luego, precedemos a examinar escritos de Pierre Bourdieu con la intención de comprender mejor dos conceptos que consideramos fundamentales a los estudios de políticas educativas (“campo intelectual” y “campo científico”). En el tercer punto, analizamos el concepto de campo presente en publicaciones cuyo foco es cómo y por qué los estudios de políticas educativas constituyen un “campo de alguna cosa” (de conocimiento, de estudios…). En esta reflexión, examinamos los sentidos del término campo en un conjunto de 34 textos de la Biblioteca Temática de la ReLePe. En el cuarto apartado, finalizamos el artículo con algunas consideraciones que van dirigidas a los estudiosos que en el futuro pretenden utilizar el vocablo campo en sus investigaciones de políticas educativas.   Palabras clave: Campo. Política educativa. Educación.Resumo: O conceito de campo é assunto de recorrentes discussões entre os pesquisadores de políticas educacionais. Engrossando as fileiras desse debate, este texto consiste num ensaio que problematiza as diferentes acepções desse conceito em estudos educacionais de natureza diversa (teses, artigos, etc.). O escrito encontra-se estruturado em quatro partes. Na primeira, efetuamos uma análise sobre a historicidade do termo campo. Em seguida, procedemos ao exame de escritos de Pierre Bourdieu com a intenção de melhor compreender dois conceitos que consideramos capitais aos estudos de políticas educacionais (“campo intelectual” e “campo científico”). Na terceira, perscrutamos o conceito de campo expressado em publicações cujo foco é como e por que os estudos em políticas educacionais formam um “campo de alguma coisa” (de conhecimento, de estudos...). Nesse fazer, interrogamos os sentidos de campo registrados num conjunto de 34 textos coletados na Biblioteca Temática da ReLePe. No quarto item, finalizamos o artigo oferecendo algumas considerações aos estudiosos que futuramente desejarem utilizar o vocábulo campo nas suas investigações em políticas educacionais.   Palavras-chave: Campo. Política educacional. Educação.UEPG e Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe2017-08-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/retepe/article/view/10463Revista de Estudios Teóricos y Epistemológicos en Política Educativa; v. 1 n. 2 (2016); 294-3332409-3696reponame:Revista de Estudios Teóricos y Epistemológicos en Política Educativainstname:Red Latinoamericana de Estudios Epistemológicos en Política Educativa (ReLePe)instacron:ReLePeporhttps://revistas.uepg.br/index.php/retepe/article/view/10463/5922Copyright (c) 2016 Revista de Estudios Teóricos y Epistemológicos en Política Educativainfo:eu-repo/semantics/openAccessSossai, Fernando Cesar2020-04-09T14:32:45Zoai:uepg.br:article/10463Revistahttps://revistas.uepg.br/index.php/retepeONGhttps://revistas.uepg.br/index.php/retepe/oai||editores@relepeenrevista.org2409-36962409-3696opendoar:2020-04-09T14:32:45Revista de Estudios Teóricos y Epistemológicos en Política Educativa - Red Latinoamericana de Estudios Epistemológicos en Política Educativa (ReLePe)false
dc.title.none.fl_str_mv Notes on the concept of field and educational policy studies
Anotaciones sobre el concepto de campo y los estudios en políticas educativas
Anotações sobre o conceito de campo e os estudos em políticas educacionais
title Notes on the concept of field and educational policy studies
spellingShingle Notes on the concept of field and educational policy studies
Sossai, Fernando Cesar
title_short Notes on the concept of field and educational policy studies
title_full Notes on the concept of field and educational policy studies
title_fullStr Notes on the concept of field and educational policy studies
title_full_unstemmed Notes on the concept of field and educational policy studies
title_sort Notes on the concept of field and educational policy studies
author Sossai, Fernando Cesar
author_facet Sossai, Fernando Cesar
author_role author
dc.contributor.author.fl_str_mv Sossai, Fernando Cesar
description Abstract: The concept of field is a recurring subject of discussions between the education policy researchers. Swelling the ranks of such debate, this text is an essay that discusses the different meanings of that concept in educational studies of different types (doctoral theses, articles, etc.). The paper is structured in four parts. In the first section, we performed an analysis of the historicity of the word field. After that, we scrutinized the writings by Pierre Bourdieu with the intention to better understand two concepts that we believe are essential to educational policy studies (“intellectual field” and “scientific field”). In the third part, we investigate the concept of field expressed in publications whose focus was how and why the studies in educational policies form a "field of something" (knowledge, studies...). Thus, we questioned the meaning of field registered in a set of 34 texts collected in the Thematic Library on the ReLePe site. In the fourth section, we finished the article offering some considerations to scholars who would like to use the word field in their investigations about educational policies.   Keywords: Field. Educational policy. Education.
publishDate 2017
dc.date.none.fl_str_mv 2017-08-14
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url https://revistas.uepg.br/index.php/retepe/article/view/10463
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/retepe/article/view/10463/5922
dc.rights.driver.fl_str_mv Copyright (c) 2016 Revista de Estudios Teóricos y Epistemológicos en Política Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Revista de Estudios Teóricos y Epistemológicos en Política Educativa
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv UEPG e Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe
publisher.none.fl_str_mv UEPG e Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe
dc.source.none.fl_str_mv Revista de Estudios Teóricos y Epistemológicos en Política Educativa; v. 1 n. 2 (2016); 294-333
2409-3696
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