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Torres, C. A. (2000). Public education, teachers' organizations, and the state in Latin America. In T. S. Popkewitz (Ed.), Educational knowledge: Changing relationships between the State, civil society and the educational community (pp. 83-110). Albany (N.Y.): State University of New York Press.

Denzin, Norman and Yvonna Lincoln. 2011. "Introduction: The Discipline and Practice of Qualitative Research," in Denzin and Lincoln, Eds. The Sage Handbook of Qualitative Research. London: Sage.

Lincoln, Yvonna, Susan Lynham and Egon Guba. 2011. "Paradigmatic Controversies, Contradictions, and Emerging Confluences, Revisited," in Denzin and Lincoln, Eds. The Sage Handbook of Qualitative Research. London: Sage

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Research is in the eye of the beholder, but throughout history there are periods of research movements that help to define the discipline and practice of research. The following is an analysis of the research on Public Education, Teachers' Organizations, and the State in Latin America conducted by Carlos Alberto Torres, from a look at his paradigm, ontology, epistemology and methodology to the research goal and questions posed in his paper.

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Torres explains the reason for his selection of Argentina, Brazil, Costa Rica, and Mexico were due to demographic, economic and sociopolitical factors. He paints this picture through historical methods and by analyzing historical data on school enrollment, educational expenditure and teacher salary. Torres then adds the Sao Paulo experience as a case study with a look at curriculum reform. The mixed methods used seem to be more categorically aligned with postpositivism.

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Torres is very much about "historical realism"(Lincoln, Lynham, & Guba, 2011) as seen in his discussion rooted in the state as a political actor, by looking at the historical changes that have occurred through expansion of public education. The crystallization over time can be seen in his argument that although the state may believe they are making the right choices in educational policy, the economic and political reality will most likely create new conflict. The work he has created is not linear or sequential, but pieces together issues that may be seen differently depending on the lens applied.

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Torres' work can be seen as transactional and looking to take value-mediated findings through history and data to define implications for the change in politics. He additionally inserts his views on how he feels about the role of women, as teaching can be seen as a gendered profession and how this is an issue requiring more research  (Torres, 2000, p..94) to justify belief from opinion.

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The goal of his research was to show the drastic changes to education in Latin America that were created due to the State and teachers viewing the mission of teachers differently by exploring the patterns of behavior as from the political and economic environments.

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Although Torres does not clearly list his research questions, the following are questions he seems to be asking.  He does conclude at the end of this research with questions that need to be addressed in further research.

What are the new areas of conflict in the interaction between teachers, teachers' organizations and the state?

What are the patterns of behavior between these groups?

How have tensions, contradictions, and conflict affected economic grown, social welfare and political democracy?

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Torres's work was published in 2000, and falls in the historical framework of the critical theory paradigm, as defined by Teddlie and Tashakkori's time frames of the three paradigm wars in the history of quantitative research in education (Denzin & Lincoln, 2011), as evidenced in the characteristics of his theme of knowledge. Torres can be defined as an interpretive bricoleur, as defined by Denzin & Lincoln (2011, p. 4) through his quilt of views on various aspects of public education, the teachers and the state. Exploring each aspect, whether it be in the context of globalization, or the devaluing of teachers and tying the factors together to give a montage of the changing role of the state due to the neoliberal agenda.