ABOUT THE ROLE OF KNOWLEDGE IN PUBLIC EDUCATION POLICIES: INQUIRY OF MEDIA BODIES AND ACTORS

This article addresses the topic of the relations between educational knowledge and education policy. Drawing on some major lines of an ongoing research concerning the role of knowledge in the production and regulation of educational policies in Europe, the text moves towards a discussion about how to conceive the study of actors and agencies implicated in the fabrication of social and cognitive relations among educational knowledge, public policy, and public action. The author suggests an approach based on three lines of thought: to center attention on actors and agencies that exert mediation in the regulation of educational policies; to focus on the mechanisms of translation through which the cooperation between the diverse social and cognitive worlds of research and policy is promoted; and to keep close examination on the instruments generated by such cooperation and their participation in the processes of regulation.