Características epistemológicas das teses de política educacional no triênio 2010-2012
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| Publication Date: | 2018 |
| Format: | Doctoral thesis |
| Sprog: | por |
| Source: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/2003 |
Summary: | The general objective of the research that originates this thesis is to analyze the epistemological characteristics of educational policy theses in thetriennium 2010-2012. The research problem that guides the whole process expresses itself in the following question: do the theses defended on post graduation programs in Education that offer PhD, in the triennium 2010-2012 and linked to the educational policy lines of research,present epistemological frailties (theoreticalmethodological), as pointed out in the literature and which are their implications for the academic field of Educational Policy? The theoretical framework adopted is anchored in the contributions of Blanché (1988), Hessen (1987), Greco (2008), Paviani (2013), Japiassú (1992) and Bombassaro (1992), to locate the discussion about the concept of epistemology and in the historical rationalism of Bachelard (1968; 1977; 1978; 1990; 1996) and in the critical rationalism of Popper (1975; 2004; 2008; 2013), taken in their critical dimension, for the discussion about the epistemological issues imbricated in the process of scientific knowledge production. The method used is the deductive-analytical, because it starts from the general premise that all scientific research obeys the epistemological criteria (theoreticalmethodological), that qualify them as such, to afterward identify in a specific sample (theses defended in the triennium 2010-2012) the presence or not of such criteria and to analyze which are the implications of it for the Educational Policy academic field. Referring to the methodology the research is of basic nature; by itsqualitative problem approach, its descriptiveanalytical goals; and its procedures that are meta-research (TELLO and MAINARDES, 2015). The procedure adopted for the composition of the sample, which counts with 27 theses, was the analysis of the Capes Indicators Notebooks (2010; 2011; 2012), using as criteria the link of works to the Educational Policy lines of research and the policy/ies educational/s and/or public terms in their titles. The data collection was made through the reading ofthe full theses, using the technique of content analysis (BARDIN, 2011). The data were systematized and organized into spreadsheets, treated by means of a simple percentage for the indication of index of representativeness and analyzed based on the theoretical rationalist historical-critical framework. The initial hypothesis – which was confirmed – was that the theses would present the epistemological (theoretical-methodological) frailties pointed out in the literature. The main conclusions of the study were: the Educational Policy theses defended in the triennium 2010-2012, present epistemological frailties for not articulating in a satisfactory way the theoretical and methodological elements, which is evidenced by the unclear enunciation of these elements in the theses texts, entailing a difficulty to overcome the epistemological-ideological obstacles and to put in action the epistemological vigilance;to consider only the abstract of dissertations and theses in research that seek to identify the epistemological characteristics of the academic production can lead to wrong conclusions, because most of the information appears in the textual elements of the theses. In this direction, a challenge to the Educational Policy academic field is placed, the formation of researchers and the fomentation to studies that discuss the epistemological questions in educational policy research. |
| _version_ | 1871607639231692800 |
|---|---|
| author | Tonieto, Carina |
| author_browse | Tonieto, Carina |
| author_facet | Tonieto, Carina |
| author_role | author |
| collection | Repositório Institucional da UPF |
| dc.contributor.author.fl_str_mv | Tonieto, Carina |
| dc.contributor.none.fl_str_mv | Fávero, Altair Alberto http://lattes.cnpq.br/5866881378328643 |
| dc.date.none.fl_str_mv | 2018-02-23 2025-05-07T14:08:49Z |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.uri.fl_str_mv | TONIETO, Carina. Características epistemológicas das teses de política educacional no triênio 2010-2012. 2018. 214 f. Tese (Doutorado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2018. https://repositorio.upf.br/handle/123456789/2003 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.none.fl_str_mv | Universidade de Passo Fundo Faculdade de Educação – FAED Brasil UPF Programa de Pós-Graduação em Educação |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UPF instname:Universidade de Passo Fundo (UPF) instacron:UPF |
| dc.subject.por.fl_str_mv | Educação e Estado Epistemologia social Teses CIENCIAS HUMANAS::EDUCACAO |
| dc.title.none.fl_str_mv | Características epistemológicas das teses de política educacional no triênio 2010-2012 Epistemological characteristics of educational policy theses in the triennium 2010-2012 |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/doctoralThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | The general objective of the research that originates this thesis is to analyze the epistemological characteristics of educational policy theses in thetriennium 2010-2012. The research problem that guides the whole process expresses itself in the following question: do the theses defended on post graduation programs in Education that offer PhD, in the triennium 2010-2012 and linked to the educational policy lines of research,present epistemological frailties (theoreticalmethodological), as pointed out in the literature and which are their implications for the academic field of Educational Policy? The theoretical framework adopted is anchored in the contributions of Blanché (1988), Hessen (1987), Greco (2008), Paviani (2013), Japiassú (1992) and Bombassaro (1992), to locate the discussion about the concept of epistemology and in the historical rationalism of Bachelard (1968; 1977; 1978; 1990; 1996) and in the critical rationalism of Popper (1975; 2004; 2008; 2013), taken in their critical dimension, for the discussion about the epistemological issues imbricated in the process of scientific knowledge production. The method used is the deductive-analytical, because it starts from the general premise that all scientific research obeys the epistemological criteria (theoreticalmethodological), that qualify them as such, to afterward identify in a specific sample (theses defended in the triennium 2010-2012) the presence or not of such criteria and to analyze which are the implications of it for the Educational Policy academic field. Referring to the methodology the research is of basic nature; by itsqualitative problem approach, its descriptiveanalytical goals; and its procedures that are meta-research (TELLO and MAINARDES, 2015). The procedure adopted for the composition of the sample, which counts with 27 theses, was the analysis of the Capes Indicators Notebooks (2010; 2011; 2012), using as criteria the link of works to the Educational Policy lines of research and the policy/ies educational/s and/or public terms in their titles. The data collection was made through the reading ofthe full theses, using the technique of content analysis (BARDIN, 2011). The data were systematized and organized into spreadsheets, treated by means of a simple percentage for the indication of index of representativeness and analyzed based on the theoretical rationalist historical-critical framework. The initial hypothesis – which was confirmed – was that the theses would present the epistemological (theoretical-methodological) frailties pointed out in the literature. The main conclusions of the study were: the Educational Policy theses defended in the triennium 2010-2012, present epistemological frailties for not articulating in a satisfactory way the theoretical and methodological elements, which is evidenced by the unclear enunciation of these elements in the theses texts, entailing a difficulty to overcome the epistemological-ideological obstacles and to put in action the epistemological vigilance;to consider only the abstract of dissertations and theses in research that seek to identify the epistemological characteristics of the academic production can lead to wrong conclusions, because most of the information appears in the textual elements of the theses. In this direction, a challenge to the Educational Policy academic field is placed, the formation of researchers and the fomentation to studies that discuss the epistemological questions in educational policy research. |
| eu_rights_str_mv | openAccess |
| format | doctoralThesis |
| id | UPF_a6ca3ca82c85b83f2f9c77e8e6d694c4 |
| identifier_str_mv | TONIETO, Carina. Características epistemológicas das teses de política educacional no triênio 2010-2012. 2018. 214 f. Tese (Doutorado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2018. |
| instacron_str | UPF |
| institution | UPF |
| instname_str | Universidade de Passo Fundo (UPF) |
| language | por |
| network_acronym_str | UPF |
| network_name_str | Repositório Institucional da UPF |
| oai_identifier_str | oai:repositorio.upf.br:123456789/2003 |
| publishDate | 2018 |
| publishDateSort | 2018 |
| publisher.none.fl_str_mv | Universidade de Passo Fundo Faculdade de Educação – FAED Brasil UPF Programa de Pós-Graduação em Educação |
| reponame_str | Repositório Institucional da UPF |
| repository.mail.fl_str_mv | jucelei@upf.br||biblio@upf.br |
| repository.name.fl_str_mv | Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| repository_id_str | 1610 |
| spelling | Características epistemológicas das teses de política educacional no triênio 2010-2012Epistemological characteristics of educational policy theses in the triennium 2010-2012Educação e EstadoEpistemologia socialTesesCIENCIAS HUMANAS::EDUCACAOThe general objective of the research that originates this thesis is to analyze the epistemological characteristics of educational policy theses in thetriennium 2010-2012. The research problem that guides the whole process expresses itself in the following question: do the theses defended on post graduation programs in Education that offer PhD, in the triennium 2010-2012 and linked to the educational policy lines of research,present epistemological frailties (theoreticalmethodological), as pointed out in the literature and which are their implications for the academic field of Educational Policy? The theoretical framework adopted is anchored in the contributions of Blanché (1988), Hessen (1987), Greco (2008), Paviani (2013), Japiassú (1992) and Bombassaro (1992), to locate the discussion about the concept of epistemology and in the historical rationalism of Bachelard (1968; 1977; 1978; 1990; 1996) and in the critical rationalism of Popper (1975; 2004; 2008; 2013), taken in their critical dimension, for the discussion about the epistemological issues imbricated in the process of scientific knowledge production. The method used is the deductive-analytical, because it starts from the general premise that all scientific research obeys the epistemological criteria (theoreticalmethodological), that qualify them as such, to afterward identify in a specific sample (theses defended in the triennium 2010-2012) the presence or not of such criteria and to analyze which are the implications of it for the Educational Policy academic field. Referring to the methodology the research is of basic nature; by itsqualitative problem approach, its descriptiveanalytical goals; and its procedures that are meta-research (TELLO and MAINARDES, 2015). The procedure adopted for the composition of the sample, which counts with 27 theses, was the analysis of the Capes Indicators Notebooks (2010; 2011; 2012), using as criteria the link of works to the Educational Policy lines of research and the policy/ies educational/s and/or public terms in their titles. The data collection was made through the reading ofthe full theses, using the technique of content analysis (BARDIN, 2011). The data were systematized and organized into spreadsheets, treated by means of a simple percentage for the indication of index of representativeness and analyzed based on the theoretical rationalist historical-critical framework. The initial hypothesis – which was confirmed – was that the theses would present the epistemological (theoretical-methodological) frailties pointed out in the literature. The main conclusions of the study were: the Educational Policy theses defended in the triennium 2010-2012, present epistemological frailties for not articulating in a satisfactory way the theoretical and methodological elements, which is evidenced by the unclear enunciation of these elements in the theses texts, entailing a difficulty to overcome the epistemological-ideological obstacles and to put in action the epistemological vigilance;to consider only the abstract of dissertations and theses in research that seek to identify the epistemological characteristics of the academic production can lead to wrong conclusions, because most of the information appears in the textual elements of the theses. In this direction, a challenge to the Educational Policy academic field is placed, the formation of researchers and the fomentation to studies that discuss the epistemological questions in educational policy research.O objetivo geral da pesquisa que dá origem a esta tese consiste em analisar as características epistemológicas das teses de política educacional no triênio 2010-2012. O problema de pesquisa, orientador de todo o processo, expressa-se na seguinte pergunta: as teses defendidas nos programas de pós-graduação em Educação com oferta de Curso de Doutorado, no triênio 2010-2012, e vinculadas às linhas de pesquisa de política educacional apresentam fragilidades epistemológicas (teórico-metodológicas), conforme apontado pela literatura, e quais suas implicações para o campo acadêmico de política educacional? O referencial teórico adotado está ancorado nas contribuições de Blanché (1988), Hessen (1987), Greco (2008), Paviani (2013), Japiassú (1992) e Bombassaro (1992), para a localização da discussão a respeito do conceito de epistemologia, e no racionalismo histórico de Bachelard (1968; 1977; 1978; 1990; 1996) e no racionalismo crítico de Popper (1975; 2004; 2008; 2013), tomados na sua dimensão crítica, para a discussão a respeito das questões epistemológicas imbricadas no processo de produção do conhecimento científico. O método utilizado é o dedutivo-analítico, pois parte-se da premissa geral segundo a qual toda a pesquisa científica obedece a critérios epistemológicos (teórico-metodológicos) que a qualificam enquanto tal, para em seguida identificar numa amostra específica (teses defendidas no triênio 2010-2012) a presença ou não de tais critérios e analisar quais são as implicações disso para o campo acadêmico de política educacional. No que se refere à metodologia, a pesquisa é de natureza básica; quanto à abordagem do problema, qualitativa; quanto aos objetivos, descritiva-analítica; e quanto aos seus procedimentos, uma metapesquisa (TELLO e MAINARDES, 2015). O procedimento adotado para a composição da amostra, da qual constam 27 teses, foi a análise dos Cadernos de Indicadores da Capes (2010; 2011; 2012), utilizando como critério a vinculação dos trabalhos às linhas de pesquisa de política educacional e a presença no título dos termos política/s, educacional/is e/ou pública/s. A coleta dos dados ocorreu por meio da leitura dos textos na íntegra e conforme prescrito pela técnica da análise de conteúdo (BARDIN, 2011). Os dados foram sistematizados e organizados em planilhas, tratados por meio de porcentagem simples, para a indicação dos índices de representatividade, e analisados com base no referencial teórico racionalista histórico-crítico. A hipótese inicial - a qual foi confirmada - era a de que as teses apresentariam as fragilidades epistemológicas (teórico-metodológicas) apontadas pela literatura. As principais conclusões do estudo foram: as teses de política educacional, defendidas no triênio 2010-2012, apresentam fragilidades epistemológicas por não articularem de modo satisfatório os elementos teóricos e metodológicos, o que é evidenciado pela não enunciação clara desses elementos no texto das teses, acarretando a dificuldade de superação dos obstáculos epistemológicos-ideológicos e de colocar em ação a vigilância epistemológica; considerar somente o resumo de dissertações e teses em pesquisas que buscam identificar as características epistemológicas da produção acadêmica pode levar a conclusões equivocadas, pois a grande maioria das informações aparece nos elementos textuais das teses. Nessa direção, coloca-se como desafio para o campo acadêmico de política educacional a formação dos pesquisadores e o fomento a estudos que discutam as questões epistemológicas da pesquisa de política educacional.Universidade de Passo FundoFaculdade de Educação – FAEDBrasilUPFPrograma de Pós-Graduação em EducaçãoFávero, Altair Albertohttp://lattes.cnpq.br/5866881378328643Tonieto, Carina2025-05-07T14:08:49Z2018-02-23info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfapplication/pdfTONIETO, Carina. Características epistemológicas das teses de política educacional no triênio 2010-2012. 2018. 214 f. Tese (Doutorado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2018.https://repositorio.upf.br/handle/123456789/2003porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UPFinstname:Universidade de Passo Fundo (UPF)instacron:UPF2025-12-30T20:27:50Zoai:repositorio.upf.br:123456789/2003Repositório InstitucionalPRIhttp://repositorio.upf.br/oai/requestjucelei@upf.br||biblio@upf.bropendoar:16102025-12-30T20:27:50Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| spellingShingle | Características epistemológicas das teses de política educacional no triênio 2010-2012 Tonieto, Carina Educação e Estado Epistemologia social Teses CIENCIAS HUMANAS::EDUCACAO |
| status_str | publishedVersion |
| title | Características epistemológicas das teses de política educacional no triênio 2010-2012 |
| title_full | Características epistemológicas das teses de política educacional no triênio 2010-2012 |
| title_fullStr | Características epistemológicas das teses de política educacional no triênio 2010-2012 |
| title_full_unstemmed | Características epistemológicas das teses de política educacional no triênio 2010-2012 |
| title_short | Características epistemológicas das teses de política educacional no triênio 2010-2012 |
| title_sort | Características epistemológicas das teses de política educacional no triênio 2010-2012 |
| topic | Educação e Estado Epistemologia social Teses CIENCIAS HUMANAS::EDUCACAO |
| url | https://repositorio.upf.br/handle/123456789/2003 |