Abstract
This article approaches Marxism as an epistemological perspective for the production of knowledge in education policies. It aims, based on the considerations of Tello (2012), Tello and Mainardes (2015) and Mainardes and Tello (2016), on the focus of education policy epistemologies and levels of approach and abstraction, to apprehend the possibility of operating the methodological categories from the Marxist perspective defined by Kuenzer (1998). It emphasizes that, in the research process, the dynamics and correlation of the categories of the Marxian conception of knowledge aim at overcoming the phenomenal form in order to reach the historical substance of the phenomena analysed. Keywords: Education policy. Epistemology. Marxist epistemology.
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