A ABORDAGEM QUANTITATIVA NOS ESTUDOS SOBRE POLÍTICAS EDUCACIONAIS NO BRASIL

Abstract

The search for knowledge has always been a human need. The most different approaches created by the subjects made them capable of organizing knowledge into categories, in order to better understand their own questions. The quantitative approach isevidenced as a way of apprehending 98@rquivo Brasileiro de Educação, Belo Horizonte, v. 10, n. 19, 2022reality based on Mathematics and measuring a certain object through quantification. In this investigation, the objective was to understand and analyze whether, in Brazilian studies on educational policy, in the last ten years, the quantitative approach has been used. Research in educational policy began in Brazil in 1940 and was consolidated in the 1990s. Gradually, scientific production in the area has been improved, but there are few studies that use a quantitative approach to explain educational policies. To verify these aspects, we opted for a quantitative approach and a survey in three databases: Portal de PeriodicalsCapes, Digital Library of Theses and Dissertations (BDTD) and Scielo, in search of studies that used this approach. In two databases, eight articles were found. In the BDTD, ten works defended in postgraduate programs were found with the educational policy theme and the quantitative approach. The theoretical foundation of the study is based on Minayo and Sanches (1993); Reisand Reis(2002); Gatti (2004); Minayo (2012); Pereira and Ortigão (2016); Mainardes (2017); Oliveira, Pietri and Bizzo (2019), among other authors who complemented the debate. In this study, it was found that there are few quantitativeworks in educational policies, and that it is necessary to encourage researchers in this field to seek to understand them under this approach.