This paper, of theoretical nature, explores the levels of approach and abstraction of research in the field of education policy: description, analysis and understanding. Such categories were developed based on concepts of Bourdieu's theory and on the grounds of epistemological studies focused on education policy and meta-research. This paper highlights the importance of different kinds of studies on education policy and claims the need to expand the number of papers at understanding level, which can contribute more effectively to the strengthening of education policy as an academic field.