<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092024000100139</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.19.22842.057</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aportes epistemetodológicos de Pierre Bourdieu para a pesquisa no campo da Política Educacional]]></article-title>
<article-title xml:lang="en"><![CDATA[Pierre Bourdieu&#8217;s epistemethodological contributions to research in the field of Education Policy]]></article-title>
<article-title xml:lang="es"><![CDATA[Aportaciones epistemetodológicas de Pierre Bourdieu a la investigación en el campo de la Política Educativa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Stremel]]></surname>
<given-names><![CDATA[Silvana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A1"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="A1a">
<institution><![CDATA[,Universidade Federal do Paraná Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>19</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092024000100139&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092024000100139&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092024000100139&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta resultados de uma investigação cujo objetivo foi analisar as contribuições epistemetodológicas de Pierre Bourdieu para a pesquisa no campo da Política Educacional. O referencial teórico baseou-se nas ideias de Bourdieu e de seus comentadores. A pesquisa envolveu um estudo epistemológico de obras de Bourdieu que abordam mais especificamente questões epistemológicas e metodológicas, bem como de estudos que buscaram indicar as contribuições de Bourdieu para a pesquisa em Política Educacional, na literatura brasileira e estrangeira. Argumenta-se que Bourdieu desenvolveu uma ampla gama de recursos para a pesquisa científica, resultando em contribuições epistemetodológicas substanciais que podem ser estendidas aos debates teóricos e epistemológicos da pesquisa no campo da Política Educacional. Os resultados demonstram que: a) dentre as contribuições epistemetodológicas primordiais aos debates teóricos e epistemológicos da pesquisa no campo da Política Educacional, destacam-se: o pensamento relacional e a reflexividade epistêmica; b) os conceitos mais expressivamente observados como contributo para a investigação em Política Educacional são as ferramentas de pensamento: campo, habitus, capital e prática; c) a aplicação dos contributos bourdieusianos tem possibilitado desenvolvimentos teóricos no campo da Política Educacional em pelo menos duas dimensões: para aprimorar os processos que envolvem a condução da investigação no campo da Política Educacional; e para ampliar a compreensão referente ao ciclo de políticas educacionais, que diz respeito aos processos de formulação e implementação das políticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper presents the results of an investigation aimed at analyzing Pierre Bourdieu&#8217;s epistemethodological contributions to research in the field of Education Policy. The theoretical framework was based on the ideas of Bourdieu and his commentators. The research involved an epistemological study of Bourdieu&#8217;s works that deal more specifically with epistemological and methodological issues, and studies that sought to indicate Bourdieu&#8217;s contributions to the education policy research in Brazilian and foreign literature. It is argued that Bourdieu developed a wide range of resources for scientific research, resulting in substantial epistemethodological contributions that can be extended to the theoretical and epistemological debates of research in the field of Education Policy. The results show that: a) among the primary epistemethodological contributions to the theoretical and epistemological debates of research in the field of Education Policy, the following stand out: relational thinking and epistemic reflexivity; b) the concepts most expressively observed as contributing to research in education policy are the tools of thought: field, habitus, capital and practice; c) the application of the Bourdieusian contributions has enabled theoretical developments in the field of Education Policy in at least two dimensions: to improve the processes involved in conducting research in the field of Education Policy; and to broaden the understanding of the education policy cycle, that is the processes of policy formulation and implementation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta los resultados de una investigación cuyo objetivo fue analizar las contribuciones epistemetodológicas de Pierre Bourdieu a la investigación en el campo de la Política Educativa. El marco teórico se basó en las ideas de Bourdieu y de sus comentaristas. La investigación incluyó un estudio epistemológico de las obras de Bourdieu que abordan más específicamente cuestiones epistemológicas y metodológicas, así como estudios que buscaron indicar las contribuciones de Bourdieu a la investigación en Política Educativa en la literatura brasileña y extranjera. Se argumenta que Bourdieu desarrolló una amplia gama de recursos para la investigación científica, resultando en contribuciones epistemetodológicas sustanciales que pueden ser extendidas a los debates teóricos y epistemológicos de la investigación en el campo de la Política Educativa. Los resultados demuestran que: a) entre las contribuciones epistemetodológicas primordiales a los debates teóricos y epistemológicos de la investigación en el campo de la Política Educativa, se destacan: el pensamiento relacional y la reflexividad epistémica; b) los conceptos más expresivamente observados como contribución a la investigación en Política Educativa son las herramientas de pensamiento: campo, habitus, capital y práctica; c) la aplicación de las contribuciones bourdieusianas ha permitido desarrollos teóricos en el campo de la Política Educativa en al menos dos dimensiones: para aprimorar los procesos que implican en la conducción de la investigación en el campo de la Política Educativa; y para ampliar la comprensión del ciclo de las políticas educativas, que se refiere a los procesos de formulación y aplicación de políticas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pierre Bourdieu]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologia]]></kwd>
<kwd lng="pt"><![CDATA[Política Educacional]]></kwd>
<kwd lng="en"><![CDATA[Pierre Bourdieu]]></kwd>
<kwd lng="en"><![CDATA[Epistemology]]></kwd>
<kwd lng="en"><![CDATA[Education policy]]></kwd>
<kwd lng="es"><![CDATA[Pierre Bourdieu]]></kwd>
<kwd lng="es"><![CDATA[Epistemología]]></kwd>
<kwd lng="es"><![CDATA[Política Educativa]]></kwd>
</kwd-group>
</article-meta>
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