This paper, of a theoretical nature, analyzes the main characteristics that the theoretical field of education policy has taken in the reality of the studies developed in Latin America during the last sixty years, analyzing its epistemic constitution under the Epistemologies of Education Policy Approach and describing the main theoretical outlines of the scientific production development in education policy since 1950. From this theoretical thread, a number of theoretical analyses which allow for reflection upon the mutation of the field and the various knowledge production modes that took place during the last twenty years in the Latin American region are displayed and some reflective notes are introduced in order to discuss several knowledge production modes in education policy developed from the connection that had notably began in the nineties between academic researchers and decision-makers.

education policy researchers, theoretical field, objects of study, knowledge production, Epistemologies of Education Policy