Análise Textual Discursiva como método na pesquisa qualitativa: enfoque sobre a validação de categorias emergentes

Marlúbia Corrêa de Paula; Lori Viali; Gleny Terezinha Duro Guimarães

doi:10.34624/id.v11i3.4948

Authors

Marlúbia Corrêa de Paula Doutora em Educação em Ciências e Matemática
Lori Viali Professor Titular da Faculdade de Matemática e Professor permanente do PPGEDUCEM (Programa de Pós-Graduação em Educação em Ciências e Matemática) da PUCRS
Gleny Terezinha Duro Guimarães Doutora em Serviço Social na PUCSP e Pós-Doutora pela Universidade Católica Portuguesa de Lisboa. Professora Titular no Curso de Serviço Social da Escola de Humanidades da PUCRS. Coordenadora do Grupo de Estudos e Pesquisas sobre Cotidiano, Trabalho e Território (GPsT)

DOI:

https://doi.org/10.34624/id.v11i3.4948

Keywords:

Pedagogical Practice, Teachers Training, Discursive Textual Analysis, Categories Validation

Abstract

This article is a thesis cut that aimed to identify the pedagogical practices carried out by university professors in Brazil, Portugal and Spain. The itinerary of this article contemplates an intentionally didactic purpose of discoursing on the stages of Discursive Textual Analysis (DTA). This is a qualitative research (documentary and bibliographic sources) using semi-structured questionnaires. For the subject delimitation, the pedagogical teachers’ practices of Higher Education Institutions (IES) were analyzed (eleven from Brazil, six from Portugal and one from Spain during the first semester of 2017). This research is justified by the accomplishment of four mappings, due to be pedagogical practice, teachers training and the use of the ATD complex issues. The use of ATD provides obtaining emergent categories. These categories are carefully validated, and the process is detailed object of this article. It is concluded, in relation to the objective of the research carried out, that teachers researched in Brazil refer to the pedagogical practice of teachers in formation, while Portugal and Spain refer to the teaching practice itself.