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Neste artigo partilhámos aspetos ontológicos, epistemológicos e metodológicos dos bastidores de uma jornada intensiva de estudo e pesquisa na área da educação de adultos realizada em Portugal, entre 2003 e 2009. Essa pesquisa assumiu a realidade socio-educacional como sendo complexa e plena de tensões e contradições, e obedeceu a um desenho qualitativo e a um cruzamento entre os paradigmas interpretativo-construtivista e crítico. Assim, explicitámos e refletimos acerca da estratégia metodológica de aproximação teórica e empírica ao campo de observação, bem como sobre o nosso caminho de aproximação ao real, dialogando com as respetivas opções e escolhas efetuadas. Estruturámos o texto considerando em primeiro lugar o nível paradigmático da investigação e sequencialmente, o seu nível técnico-processual. Retira-se, entre outras conclusões, que o domínio técnico-científico sobre as abordagens metodológicas de uma investigação educacional é um elemento-chave para a sua robustez e sucesso, mas ficará comprometido se se descurar a importância da autorreflexividade, dado que nas investigações qualitativas o investigador é a peça estruturante de todo o processo.
In this article we share the ontological, epistemological and methodological aspects of 'backstage' bustle in an intensive study and research journey in the field of adult education, developed in Portugal between 2003 and 2009. The socio-educational reality has been considered in its complexity, plenty of tensions and contradictions. The main option was for a qualitative design, and a crossing between the interpretative-constructivist paradigm and the critical paradigm has been made. We therefore elaborate and reflect upon the methodological strategy to approach the observation field both theoretically and empirically, questioning the different options as well as the choices we made. The text was structured considering (1) the paradigmatic level of research, as well as (2) the technical and procedural one. One of the conclusions, among others, points to the relevance of strong mastery of the different methodological approaches in education research as a key element for the robustness and success of its outcome. It is also acknowledged, however, that the research outcomes can be compromised if the importance of self-reflexivity is not considered, since the researcher is the structuring element of the research process in qualitative research.
In this article we share the ontological, epistemological and methodological aspects of 'backstage' bustle in an intensive study and research journey in the field of adult education, developed in Portugal between 2003 and 2009. The socio-educational reality has been considered in its complexity, plenty of tensions and contradictions. The main option was for a qualitative design, and a crossing between the interpretative-constructivist paradigm and the critical paradigm has been made. We therefore elaborate and reflect upon the methodological strategy to approach the observation field both theoretically and empirically, questioning the different options as well as the choices we made. The text was structured considering (1) the paradigmatic level of research, as well as (2) the technical and procedural one. One of the conclusions, among others, points to the relevance of strong mastery of the different methodological approaches in education research as a key element for the robustness and success of its outcome. It is also acknowledged, however, that the research outcomes can be compromised if the importance of self-reflexivity is not considered, since the researcher is the structuring element of the research process in qualitative research.
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Metodologia qualitativa Opções na investigação educacional Paradigmas Métodos e técnicas Qualitative methodology Options in educational research Paradigms Methods and techniques