The epistemology of educational policies: monitoring and epistemological positioning of the educational policies researcher

The aim of this article is to analyze the category referred to as “epistemology of educational politics” as an approach that fosters the epistemological monitoring in the researches performed in this fi eld. This category necessarily leads the researcher todevelop a meta-analysis of his own investigation. Simultaneously, the approach of the epistemology of educational policies also becomes an adequate analytical framework for the epistemological studies of the fi eld, beyond the use of each researcher for his own epistemological monitoring during the development of his research. This analytical framework is derived from the concern that, in a signifi cant amount of the research on educational policies performed in Latin America, there is an absence of epistemological positioning. The production of knowledge in the fi eld unfolds in a methodological combination that is not based on epistemological perspectives, thus, the resulting investigations are presented as neutral and detached from the social and cultural reality