História da educação como sub-campo: um estudo bibliométrico e epistemológico dos grupos de pesquisa da Região Centro-Oeste do Brasil

Abstract

The study mapped 278 scientific articles by the 41 leaders of the 24 groups that organized themselves under the line of investigation of the history of education in the central-west re-gion of Brazil. The purpose of the research was to verify how these researchers' choices about the scientific objects were established and how the epistemological assumptions of the works were established. For the methodological procedure, quantitative and qualitative analyzes were used, anchored in the critical design of the epistemological, gnosiological and ontological presuppositions of Gamboa (1987, 2008) and under the critical gaze of Bourdieu (1998) who reflected in his studies on the hierarchical theory of scientific objects, connected these theories instrumentalized scientific metrics, thus allowing to reflect and evaluate the production of leaders who were predisposed to produce scientifically. Preliminarily, the research groups indexed from the CNPq directory of the central-west region were surveyed, later, the organization of the organic structure was observed, then the curriculum lattes platform was used to collect scientific publications and from there, the bibliometric analysis was carried out, building citation indexes and study of the use of keywords, then you can relate these cat-egories with the analysis of the text demonstrating which identity was formed with the critical domain of the historiographical school of the New Cultural History. This school used strate-gies of dominance and symbolic projection, carrying out the advertising of itself, it was found that this not only happened in the center-west region of Brazil, but it is configured as a reflec-tion at the level of the western world, however, the care is alerted of researchers not to be ac-complices of a system, appropriating dominant concepts to seek more ways of accessing the academy (symbolic profit), since it is necessary to overvalue social struggles and not remove the marxism school from investigations, since it still it is a living movement in Education, revealing itself to be timeless.