Anexo 1 - O (NÃO) LUGAR DA SOCIOLOGIA DA EDUCAÇÃO NA PRODUÇÃO CIENTÍFICA EM TORNO DAS POLÍTICAS E PRÁTICAS BASEADAS EM EVIDÊNCIA

The articulation between scientific knowledge and the improvement of practices and policies is particularly crucial in education, under the movement of evidence-based education. Not immune to criticism, this movement has the potential to reconfigure the research field–its objects, methodological aspects, or theoretical frameworks. Through a scoping review of literature published in the past ten years, this article aims to map and critically analyze scientific production on evidence-based educational practices and policies, with special attention to the contribution of the sociology of education.

The corpus (N=619) is marked by disciplinary diversity, with particular emphasis on the field of inclusive education and literature reviews aimed at informing policy or practice. The analysis of the plurality of keywords (n=2465) revealed the predominance of the term “evidence” as proof and legitimacy over other terminologies, highlighting its instrumental use, which was also evident in the significant presence of technocratic approaches. Given the relative silence of Sociology in this debate, the selection of a subcorpus of references that mobilize critical perspectives (n=180) allowed us to identify three distinct logics in research objectives: the use of evidence in practice/policy; critique of research methods; and models to reflect on and evaluate practices and policies.

The discussion enables us to envision the role a sociological research agenda could play–promoting reflexivity, encouraging commitments, questioning and contextualizing evidence, and putting it at the service of an education committed to principles of equity and social justice.