Investigating the school with teachers’ narratives and discussion group

Authors

  • Rosane Kreusburg Molina UNISINOS
  • Vicente Molina Neto Universidade Federal do Rio Grande do Sul

Keywords:

qualitative research, education, narrative, discussion group

Abstract

The article discusses theoretical methodological aspects of qualitative research in education that support the authors’ investigative experiences in studies on the impacts of educational policies on the dynamics of school organization, from the teachers’ perspective. It approaches the foundations supporting both the narrative and the discussion group as instruments for data collection in researches using inductive analytical processes based on the principles of Grounded Theory. The reflections produced emphasize that the complexity of objects in Human Sciences require the creative articulation, with rigor and ethics, of knowledge, methodological designs, instruments, and interpretive analytical processes in order to understand the phenomena studied.

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Author Biographies

Rosane Kreusburg Molina, UNISINOS

UNIVERSIDADE DO VALE DO RIO DOS SINOS PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO LINHA DE PESQUISA: EDUCAÇÃO, HISTÓRIA E POLÍTICAS

Vicente Molina Neto, Universidade Federal do Rio Grande do Sul

Professor de Graduação e Pós-Graduação na Universidade Federal do Rio Grande do Sul; Pesquisador do CNPq; Coordenador do Grupo de Pesquisa F3PEFICE.

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Published

2012-11-05

How to Cite

Molina, R. K., & Neto, V. M. (2012). Investigating the school with teachers’ narratives and discussion group. Educação, 35(3). Retrieved from https://revistaseletronicas.pucrs.br/faced/article/view/8538

Issue

Vol. 35 No. 3 (2012): Dossier - Literary Education: Public Policies in reading, readings and formation of readers

Section

Other Topics

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