Resumo

MORAES, Moema Gomes  e  PEIXOTO, Joana. State of knowledge as a critical perspective for research in education: "education and technologies" in question. Rev. Reflex [online]. 2017, vol.25, n.3, pp.321-338. ISSN 1982-9949.  https://doi.org/10.17058/rea.v25i3.9722.

The purpose of this article is to reflect, based on the contributions emerging from a "state of knowledge" research, on some of the theoretical and methodological weaknesses that have been identified in educational research, namely: a) "theoretical syncretism", expressed by lack of theoretical rigor and epistemological clarity in the construction of the study object and consequently, b) methodological dispersion, considering that the research methodologies are not always guided by the theoretical conceptions expressly adopted. Based on considerations about educational research in Brazil (CUNHA, 1991; KUENZER; MORAES, 2005; SOUSA; BIANCHETTI, 2007; TIBALLI; NEPOMUCENO, 2006; WARDE, 1990), the theme will be developed based on a state of knowledge that aimed to identify the genesis and the movement of constitution of the theme "education and technologies" in the theses published in postgraduate programs of education in Brazil, from 2008 to 2013.

Palavras-chave : Education and Technologies; State of Knowledge; Dialectical Method; Research in Education.

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