{"id":2009,"date":"2017-01-31T10:11:41","date_gmt":"2017-01-31T10:11:41","guid":{"rendered":"http:\/\/blogs.ua.pt\/cidtff\/?p=2009"},"modified":"2017-01-31T10:11:41","modified_gmt":"2017-01-31T10:11:41","slug":"artigo-nota-introdutoria-investigacao-qualitativa-em-educacao-semelhancas-entre-metodologias-e-metodologias","status":"publish","type":"post","link":"https:\/\/cidtff.web.ua.pt\/blog\/?p=2009","title":{"rendered":"Artigo | Nota Introdut\u00f3ria &#8211; Investiga\u00e7\u00e3o Qualitativa em Educa\u00e7\u00e3o: Semelhan\u00e7as entre metodologias e metodologias"},"content":{"rendered":"<p><a href=\"http:\/\/blogs.ua.pt\/cidtff\/wp-content\/uploads\/2017\/01\/cover_issue_688.png\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-1875 alignright\" src=\"http:\/\/blogs.ua.pt\/cidtff\/wp-content\/uploads\/2017\/01\/cover_issue_688-195x300.png\" alt=\"cover_issue_688\" width=\"195\" height=\"300\" srcset=\"https:\/\/cidtff.web.ua.pt\/blog\/wp-content\/uploads\/2017\/01\/cover_issue_688-195x300.png 195w, https:\/\/cidtff.web.ua.pt\/blog\/wp-content\/uploads\/2017\/01\/cover_issue_688-665x1024.png 665w, https:\/\/cidtff.web.ua.pt\/blog\/wp-content\/uploads\/2017\/01\/cover_issue_688-768x1183.png 768w, https:\/\/cidtff.web.ua.pt\/blog\/wp-content\/uploads\/2017\/01\/cover_issue_688-997x1536.png 997w, https:\/\/cidtff.web.ua.pt\/blog\/wp-content\/uploads\/2017\/01\/cover_issue_688-1329x2048.png 1329w, https:\/\/cidtff.web.ua.pt\/blog\/wp-content\/uploads\/2017\/01\/cover_issue_688-scaled.png 1662w\" sizes=\"auto, (max-width: 195px) 100vw, 195px\" \/><\/a><strong>Francisl\u00ea Neri de Souza, Ant\u00f3nio Pedro Costa (CIDTFF) &amp; Paulo Alexandre de Castro| Revista Lus\u00f3fona de Educa\u00e7\u00e3o, v. 33, n. 33, p. 45-50<\/strong><\/p>\n<p>Excerto:<\/p>\n<p>&#8220;A Investiga\u00e7\u00e3o Qualitativa em Educa\u00e7\u00e3o \u00e9 pautada por diferentes metodo\u00adlogias, t\u00e9cnicas e ferramentas. Quando estudamos estas diferen\u00e7as queremos refor\u00e7ar a especificidade, a efici\u00eancia e a efic\u00e1cia do desenho metodol\u00f3gico em rela\u00e7\u00e3o aos objetivos e quest\u00f5es de investiga\u00e7\u00e3o que queremos responder.<\/p>\n<p>Gadamer (1999) discute m\u00e9todos e verdades cient\u00edficas no contexto da ex\u00adperi\u00eancia hermen\u00eautica e questiona se \u00e9 poss\u00edvel usar somente a nossa raz\u00e3o, \u201cprocedendo segundo princ\u00edpios metodol\u00f3gicos e acima de qualquer precon\u00adceito ou atitude preconcebida\u201d (p. 514). Embora este fil\u00f3sofo n\u00e3o defenda que o m\u00e9todo no contexto de uma metodologia n\u00e3o pode por si s\u00f3 atribuir verdade absoluta a qualquer empreendimento cient\u00edfico, declara:<\/p>\n<p style=\"padding-left: 30px;\">\u201cEste m\u00e9todo verdadeiro se caracteriza pelo fato de que nele o esp\u00edrito n\u00e3o est\u00e1 meramente confiado a si mesmo. N\u00e3o lhe \u00e9 dado voar como quiser. V\u00ea-se obrigado a ir ascendendo <em>gradatim <\/em>(passo a passo), desde o particular at\u00e9 o geral, com o fim de adquirir uma experi\u00eancia ordenada e capaz de evitar qualquer precipita\u00e7\u00e3o\u201d (Gadamer, 1999, p. 515)<\/p>\n<p>Estes fundamentos fazem-nos lembrar que a metodologia tem, apesar das suas limita\u00e7\u00f5es, um papel definitivo para distinguir as conclus\u00f5es da ci\u00eancia da mera especula\u00e7\u00e3o ou supersti\u00e7\u00e3o quotidiana. Quando discutimos investiga\u00e7\u00e3o qualitativa <em>versus <\/em>investiga\u00e7\u00e3o quantitativa em educa\u00e7\u00e3o e nas demais ci\u00ean\u00adcias humanas e sociais, geralmente apontamos para as diferen\u00e7as destas duas abordagens de investiga\u00e7\u00e3o com o objetivo louv\u00e1vel de estabelecer limita\u00e7\u00f5es e aplica\u00e7\u00f5es de cada uma delas. N\u00e3o estaremos esquecendo de refletir sobre as semelhan\u00e7as? N\u00e3o seriam estas semelhan\u00e7as que integrariam as diferentes abordagens e paradigmas como ferramentas cient\u00edficas?&#8221;<\/p>\n<p><a href=\"http:\/\/revistas.ulusofona.pt\/index.php\/rleducacao\/article\/view\/5674\" target=\"_blank\">ver mais<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Francisl\u00ea Neri de Souza, Ant\u00f3nio Pedro Costa (CIDTFF) &amp; Paulo Alexandre de Castro| Revista Lus\u00f3fona de Educa\u00e7\u00e3o, v. 33, n. 33, p. 45-50 Excerto: &#8220;A Investiga\u00e7\u00e3o Qualitativa em Educa\u00e7\u00e3o \u00e9 pautada por diferentes metodo\u00adlogias, t\u00e9cnicas e ferramentas. Quando estudamos estas diferen\u00e7as queremos refor\u00e7ar a especificidade, a efici\u00eancia e a efic\u00e1cia do desenho metodol\u00f3gico em rela\u00e7\u00e3o [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[32,14,5],"tags":[],"class_list":["post-2009","post","type-post","status-publish","format-standard","hentry","category-artigos","category-destaques","category-publicacoes"],"aioseo_notices":[],"aioseo_head":"\n\t\t<!-- All in One SEO 4.9.10 - aioseo.com -->\n\t<meta name=\"description\" content=\"Francisl\u00ea Neri de Souza, Ant\u00f3nio Pedro Costa (CIDTFF) &amp; Paulo Alexandre de Castro| Revista Lus\u00f3fona de Educa\u00e7\u00e3o, v. 33, n. 33, p. 45-50 Excerto: &quot;A Investiga\u00e7\u00e3o Qualitativa em Educa\u00e7\u00e3o \u00e9 pautada por diferentes metodo\u00adlogias, t\u00e9cnicas e ferramentas. 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