Educational research: overview of multi-referentiality and changing

Abstract

There are several epistemological perspectives and benchmarks that requires a systemic and ecological attention on educational research regarding its action and genesis, aftereffect of the complexity and multi-referential paradigm in education. Despite that explanation of the different paradigmatic and epistemological frameworks overcomes the limits of this debate about the complexity paradigm of Education, intended based on a narrative literature review, its aimed to stablish some educational research rankings, considering some epistemological perspectives, path and contemporary challenges: why, what and how to research in education? 

The literature suggest a critical vision to the approaches and processes used to perform educational research, overall, reporting processes instrumentation on research by the rules supremacy and a high productivity-focused research (accountability), that allows to improve and achieve national and international rankings.