<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782018000100127</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782018230034</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A pesquisa no campo da política educacional: perspectivas teórico-epistemológicas e o lugar do pluralismo]]></article-title>
<article-title xml:lang="es"><![CDATA[LA INVESTIGACIÓN EN EL CAMPO DE LA POLÍTICA EDUCATIVA. PERSPECTIVA TEÓRICO-EPISTEMOLÓGICAS Y EL LUGAR DEL PLURALISMO]]></article-title>
<article-title xml:lang="en"><![CDATA[Research in the field of education policy: theoretical and epistemological perspectives and the place of pluralism]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MAINARDES]]></surname>
<given-names><![CDATA[JEFFERSON]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa  ]]></institution>
<addr-line><![CDATA[Ponta Grossa PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782018000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782018000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782018000100127&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este trabalho apresenta uma análise das perspectivas teórico-epistemológicas de uma amostra de 140 artigos de política educacional, de autores brasileiros, publicados entre 2010 e 2012. A maioria dos trabalhos foi classificada na categoria teorização combinada, a qual remete ao pluralismo metodológico. Concluiu-se que: a) há necessidade de aprofundar as discussões sobre o pluralismo metodológico e das possibilidades e dos limites da teorização combinada como fundamento para a pesquisa do campo da política educacional; b) o aprofundamento do estudo da epistemologia e das teorias que têm sido usadas na pesquisa em educação emerge como uma tarefa relevante no contexto atual, uma vez que o referencial teórico exerce um papel fundamental na pesquisa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este trabajo presenta un análisis de las perspectivas teórico-epistemológicas de una muestra de 140 artículos de política educativa, de autores brasileros, publicados entre 2010 y 2012. La mayoría de los trabajos fueron clasificados en la categoría de teorización combinada, la cual remite al pluralismo metodológico. Se concluye que: a) hay necesidad de profundizar las discusiones sobre el pluralismo metodológico y de las posibilidades y límites de la teorización combinada como fundamento para la investigación del campo de la política educativa; b) la profundización del estudio de la epistemología y de las teorías que se han usado en esta investigación en educación emerge como una tarea relevante en el contexto actual, ya que el referencial teórico ejerce un papel fundamental en la investigación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper presents an analysis of the theoretical and epistemological perspectives of a sample of 140 papers on education policy, written by Brazilian authors, and published between 2010 and 2012. Most works were classified in the combined theorization referring to methodological pluralism. It was concluded that: a) there is a need to deepen the discussions on methodological pluralism and the possibilities and limits of combined theorization as theoretical underpinning for the research on education policy field; b) the deepening of the studies on epistemology and the theories that have been used in education research emerges as an important task in the current context, as the theoretical framework plays a key role in research.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[política educacional]]></kwd>
<kwd lng="pt"><![CDATA[epistemologia]]></kwd>
<kwd lng="pt"><![CDATA[pluralismo]]></kwd>
<kwd lng="es"><![CDATA[política educativa]]></kwd>
<kwd lng="es"><![CDATA[epistemología]]></kwd>
<kwd lng="es"><![CDATA[pluralismo]]></kwd>
<kwd lng="en"><![CDATA[education policy]]></kwd>
<kwd lng="en"><![CDATA[epistemology]]></kwd>
<kwd lng="en"><![CDATA[pluralism]]></kwd>
</kwd-group>
</article-meta>
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<person-group person-group-type="author">
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