CONFIGURAÇÕES DO FEDERALISMO NO CAMPO DA POLÍTICA EDUCACIONAL BRASILEIRA: PERSPECTIVAS EPISTEMOLÓGICAS EM TESES E DISSERTAÇÕES (2005-2018)

• Autor(a) principal: Ferreira, Andreza Alves
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/15992
• topic: Educação; Produção Acadêmica; Política Educacional; Epistemologia; Campo; Federalismo Educacional; subject.br-rjbn

This research is part of the universe of academic production in the field of Educational Policy - in the sense used by Bourdieu (2001a; 2004a; 2008; 2017) focusing, above all, on how the theses and dissertations defended in the period from 2005 to 2008, approached the Educational Federalism as an object of investigation. To this end, we chose Metaresearch (MAINARDES, 2018; 2021) as a theoretical-methodological framework, as well as techniques and procedures, to which we cite: a) Interpretive reading and content analysis (BARDIN, 2010); b) Analytical components of the Epistemologies Approaches to Educational Policy (EEPE) (MAINARDES, 2017; 2018; 2021; TELLO; MAINARDES, 2012; 2015); c) Multiple Correspondence Analysis - ACM (BOURDIEU, 2008; 2017; MELO, 1999; LEITE, 2015; FERES JR; CAMPOS; ASSUMPÇÃO, 2016; GUIMARÃES, 2019). This study was guided by the following questions: 1) What political and epistemological space has been occupied by Educational Federalism, as an object of investigation in the Field of Brazilian Educational Policy (Cape)? 2) What theoreticalepistemological perspectives guided the studies on Educational Federalism in the Brazilian Cape between 2005 and 2018? 3) What are the contributions of research carried out at Cape to Educational Federalism? In this thesis we argue that the theoretical field of federalism is strategic for the studies of public policies, especially in this work, of educational policies. We argue that this field was structured from the Institutionalist paradigm (mainly in its new version – neo-institutionalism), mainly because the hegemonic approaches in this context of theoretical production privileged the analysis of politics from the perspective of institutions. Taken as an institution, federalism exerts influence on the political system, revealing itself as a symbolic capital, since it operates in the field of power, as well as establishing a hierarchy between the fields of Public Policy and Educational Policy. Thus, the belief (doxa) in federalism as an institution that cannot be dispensed with in the studies of educational policies has become the illusio of Educational Federalism. As the academic-scientific productions corroborate, federalism gained great institutional capillarity and was linked to the main research objects of Educational Policy. In this articulation, theories of federalism were incorporated into the habitus of the Cape, which, until then, was hegemonically dominated by approaches to the State. Thus, in the most different theoretical matrices, the State, Federalism and Public Policies were the main concepts approached to support research on educational policies. Finally, we conclude that the emergence of federalism in the Cape's research agenda has its own originality and characteristics, resulting from stimuli arising both from the political debate (the country's political agenda) and from the properly academic dynamics, driven by the interaction between researchers and institutions from the various disciplinary fields. In this way, the research carried out brought important contributions to this field of study, producing peculiar readings as well as counter-hegemonic in relation to the mainstream of Brazilian federalism, with special emphasis on the theoretical advance regarding the collaboration regime – the matrix of Educational Federalism.