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The aim of this paper is to identify and analyse the ways educational policy is understood, taught and practiced as a training discipline at postgraduate level in the European context. We have validated its epistemological solvency through a quantitative, comparative and ethnographic study of its main features as a discipline -such as ideological and valorative component, praxis-oriented discourse or sustainable and plural normative proposals-found in a stratified sample of 20 countries, 112doi:10.7821/naer.2.2.82-87 fatcat:i75a4s5nmbg7pe7idfnt6hksdq