META-RESEARCH: THE IMPLEMENTATION OF EDUCATIONAL PUBLIC POLICIES IN THE FIELD OF EDUCATION

• Autor(a) principal: Muylaert, Naira
• Data de Publicação: 2022
• Outros Autores: Oliveira, Ana Cristina Prado, Costa, Paula Araujo da
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/3618
• topic: Implementação de políticas públicas; Metapesquisa; Educação; Ciência Política; Produção de conhecimento; Implementation of public policies; Meta-research; Education; Political Science; Knowledge production; Implementación de políticas públicas; Metainvestigación; Educación; Ciencia política; Producción de conocimientos

This paper aims to analyze the theoretical references and analytical concepts (called descriptors) mobilized by studies on the implementation of public policies in the field of Education. The study is based on the hypothesis that the academic production on the topic of implementation in the field of Education is scarce. To test this hypothesis, we conducted a meta-research from the definition of some descriptors and reference theorists from the field of Political Science, for the survey of the academic production - theses, dissertations and articles - in the field of Education in the years 2018 and 2019. In total, we identified 10 articles and 25 theses and dissertations that mobilize concepts and references on the theme of implementation being that among the theses and dissertations there is a higher concentration of studies on implementing agents and, among the articles, a higher concentration of studies on governance structures. From the results, we consider that there is an approach "under construction" to the specific literature of the field of Political Science, on implementation, by researchers in the educational area. Moreover, as in other studies involving bibliographic surveys, we recognize that the results found are limited to the selection criteria and referential categorization defined by the authors and that, although they may not express a generalization of the trends of academic production on implementation of educational policies, their results shed light to a field still little explored.