Epistemological nature considerations about the discursive textual analysis
This paper examines how the discursive textual analysis can be characterized in epistemological discussions associated with the possibility of knowledge. It indicates that there are theoretical assumptions in the discursive textual analysis, in the quality of an analysis method, that distances itsel...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
| Repositorio: | Educação |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistaseletronicas.pucrs.br:article/29832 |
| Acceso en línea: | https://revistaseletronicas.pucrs.br/faced/article/view/29832 |
| Access Level: | acceso abierto |
| Palabra clave: | discursive textual analysis qualitative research education science education. análise textual discursiva pesquisa qualitativa educação educação em ciências. análisis textual discursivo investigación cualitativa educación educación en ciencias. |
| Sumario: | This paper examines how the discursive textual analysis can be characterized in epistemological discussions associated with the possibility of knowledge. It indicates that there are theoretical assumptions in the discursive textual analysis, in the quality of an analysis method, that distances itself of a relativistic perspective. Therefore, this ascertains the need for research on Scientific Education, in particular, and research in Education in general, which adopt this method, support in theoretical interlocutors that depart also of relativism. This defense is consistent with the idea of recognizing the discursive textual analysis as an analytical method, but without reducing it to a pure set of steps to be followed in the analysis of qualitative information. |
|---|