Vol. 5 No. 2 (2021): Enero-diciembre
Contenido

An approach to the state of knowledge in research area about educational research

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  • Sandra Vega Villarreal,
  • Nancy Judith Gandarilla Baldenegro,
  • Alba Rosalía Núñez Soto
Sandra Vega Villarreal
Universidad Pedagógica Nacional del Estado de Chihuahua, México
Bio
Nancy Judith Gandarilla Baldenegro
Instituto de Pedagogía Crítica, Chihuahua, México
Bio
Alba Rosalía Núñez Soto
Instituto de Pedagogía Crítica, Chihuahua, México
Bio
DOI: https://doi.org/10.33010/recie.v5i2.1292

Published 2021-12-10

Keywords

  • Knowledge status,
  • educational studies,
  • academic production
  • Estado de conocimiento,
  • investigación educativa,
  • producción académica

How to Cite

Vega Villarreal, S., Gandarilla Baldenegro, N. J. ., & Núñez Soto, A. R. (2021). An approach to the state of knowledge in research area about educational research. RECIE. Revista Electrónica Científica De Investigación Educativa, 5(2), 251-262. https://doi.org/10.33010/recie.v5i2.1292

Copyright (c) 2021

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Abstract

This study reports some institutional conditions under which the academic production is developed. It includes different knowledge fields in the research area of educational research that have been produced from 2009 to 2019 in the State of Chihuahua. Knowledge fields used to organize the analysis are epistemology and educational research methodology, state of knowledge, educational research agents, institutional conditions, communities and networks, use and distribution of knowledge, and researchers training. The institutional conditions descriptively addressed are generated production, nature, temporality, methodological tendency, dissemination means and knowledge transfer, as well as the institutions where knowledge is generated for each subfield. Results show the dominance of products about state of knowledge, epistemology and educational research methods, and researchers training, which have a more consolidated development. In Chihuahua’s research agenda, educational research agents and communities and networks are missing. Theoretical considerations and experiences in research-related activities are also presented, as well as the context of the institutions where they take place.

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