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Neste artigo, analisamos textos publicados no Brasil que cruzam discussoes sobre politicas educacionais e tecnologias da informacao e comunicacao, tomando como referencia o Enfoque Epistemologico de Politicas Educacionais-EEPE, um procedimento teorico-metodologico sugerido por pesquisadores latino-americanos dedicados a analise de politicas educacionais. Para tanto, utilizamos como material empirico as pesquisas socializadas nos Grupos de Trabalho 05 (Estado e Politica Educacional) e 16 (Educacao e Comunicacao) da Associacao Nacional de Pos-graduacao e Pesquisa em Educacao e na Revista Brasileira de Politicas e Administracao da Educacao, divulgadas entre os anos de 2000 e 2013. Inicialmente, apresentamos as premissas do artigo e uma reflexao acerca da constituicao dos campos de conhecimento em estudo. Na sequencia, explicitamos os elementos de analise do material empirico, bem como promovemos uma reflexao acerca das concepcoes de tecnologia, do debate sobre politica educacional, das tematicas presentes e dos aspectos epistemologicos recorrentes nos textos pesquisados. Ao final, concluimos o artigo ponderando sobre as possibilidades e os limites epistemologicos do EEPE, bem como sistematizando os elementos que se sobressairam nas publicacoes analisadas. Entre os principais resultados do estudo, destacamos a dificuldade/economia de teoria evidenciada nas elaboracoes intelectuais que reivindicam para si o epiteto de estudo em politica educacional e em tecnologia. Abstract In this article, papers that intersect issues related to Educational Policies and Communication and Information Technologies in Brazil are analysed taking into consideration the Approach of Educational Policy Epistemologies (EEPE), a theoretical and methodological approach suggested by Latin American researches dedicated to analysing educational policies. Therefore, socialized research in the working Group 05 (State and Educational Policies) and 16 (Education and Communication) from Associacao Nacional de Pos-Graduacao e Pesquisa em Educacao (ANPED) and in Revista Brasileira de Politicas e Administracao da Educacao (RBPAE) disclosed in 2000 and 2013 were used as empirical materials. Firstly, assumptions of the article and reflections about the history of the knowledge fields were presented. Then, the elements of analysis which are used to discuss when we analysis the empirical material, as well as considerations about the conceptions of technology, on the educational policies discussion, its repeating themes and the epistemological aspects observed in the papers researched were explained. So, we conclude the text with observation about the possibilities and the limits of the EEPE, as well as was finished systematizing the elements which stand up in the publications analyzed. Among the main results, it is focused on the scarcity of theories which are the base of intellectual discussion that claims for itself the epithet of the study in educational policy and in technology.

revista latinoamericana de tecnología educativa

Escritos sobre tecnologias e políticas educacionais no Brasil: uma análise dos trabalhos publicados pela Anped e RBPAE (2000-2013) / Technologies and educational policies in Brazil: analysis of the texts published by Anped and RBPAE (2000-2013)