ENTRE POLÍTICAS CURRICULARES E POLÍTICAS EDUCACIONAIS SOBRE TECNOLOGIAS: um estado do conhecimento

Abstract

This article presents the state of knowledge about the following academic fields: Educational Policies, Curriculum Policies and Technologies. For the composition of the analytical corpus we search, in the period 1990-2019, published in article format in the events of the National Association of Graduate Studies and Research in Education (ANPED), and the dissertations and theses made available at the Brazilian Digital Library of Theses and Dissertations (BDTD). The study was guided by the theoretical-methodological approach of the analysis of the discourse of Michel Foucault (1971; 1979; 1986), in which we demonstrate the way the enunciative game of the researchers configure discursive practices in which disputes and permanent negotiations of knowledge and truths occur, that form networks of knowledge about the field. Among the main results, there is the great emphasis of the researchers in analyzing and evaluating the process of implementing educational policies in different counties in Brazil and, consequently, in the multiple school routines. In addition, we identified a gap in the literature regarding research on technologies in curriculum policies.