Narrativas na Pesquisa Educacional: Uma Abordagem Epistemológica.
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| Title: | Narrativas na Pesquisa Educacional: Uma Abordagem Epistemológica. (Portuguese). |
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| Alternate Title: | Narratives in Educational Research: An Epistemological Approach. (English) Narrativas en la investigación educativa: un enfoque epistemológico. (Spanish) |
| Authors: | Lopes Borrego, Cristhiane, Barroso de Azevedo, Adriana |
| Source: | Estudios Sobre las Culturas Contemporáneas. ene-jun2025, Vol. 2 Issue 3, p135-164. 30p. |
| Subjects: | GRADUATE education, SOCIAL facts, THEORY of knowledge, NARRATIVES |
| Abstract (English): | This article discusses the epistemology of narrative research from the perspective of Clandinin and Connelly (2015), focusing on sociocultural issues and the outcomes of master's and doctoral studies conducted in the Graduate Program in Education (stricto sensu) at a university located in the Greater São Paulo area, Brazil, between 2018 and 2020. Based on a qualitative methodological approach, the study investigates how education, from historical, sociological, and philosophical perspectives, intertwines with educational narratives. The article draws on the work of Vilela et al. (2021), which explores narratives in educational training contexts. The results indicate that the methodology aids in interpreting narrated experiences, providing a deeper understanding of contemporary educational and social phenomena. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este artículo discute la epistemología de la investigación narrativa desde la perspectiva de Clandinin y Connelly (2015), con un enfoque en las cuestiones socioculturales y los resultados de trabajos de maestría y doctorado realizados en el Programa de Posgrado en Educación stricto sensu de una universidad ubicada en la región metropolitana de São Paulo, Brasil, entre 2018 y 2020. A partir de un enfoque metodológico cualitativo, el estudio investiga cómo la educación, desde perspectivas históricas, sociológicas y filosóficas, se entrelaza con las narrativas educativas. El artículo se basa en el trabajo de Vilela et al. (2021), que explora las narrativas en contextos de formación educativa. Los resultados apuntan que la metodología contribuye a la interpretación de las experiencias narradas, proporcionando una comprensión más profunda de los fenómenos educativos y sociales contemporáneos. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Este artigo discute a epistemologia da pesquisa narrativa sob a perspectiva de Clandinin e Connelly (2015), com foco nas questões socioculturais e os resultados de trabalhos de mestrado e doutorado realizados no Programa de Pós-Graduação em Educação stricto sensu de uma universidade localizada na grande São Paulo, Brasil, entre 2018-2020. Partindo de uma abordagem metodológica qualitativa, o estudo investiga como a educação, sob diferentes perspectivas -histórica, sociológica e filosófica-se entrelaça com as narrativas educacionais. O artigo baseia-se no trabalho de Vilela et al. (2021), queexplora as narrativas em contextos de formação educacional. Resultados apontam que a metodologia contribui ao interpretar as experiências narradas, proporcionando uma compreensão mais profunda dos fenômenos educacionais e sociais contemporâneos. [ABSTRACT FROM AUTHOR] |
| Database: | Referencia Latina |
| Abstract: | This article discusses the epistemology of narrative research from the perspective of Clandinin and Connelly (2015), focusing on sociocultural issues and the outcomes of master's and doctoral studies conducted in the Graduate Program in Education (stricto sensu) at a university located in the Greater São Paulo area, Brazil, between 2018 and 2020. Based on a qualitative methodological approach, the study investigates how education, from historical, sociological, and philosophical perspectives, intertwines with educational narratives. The article draws on the work of Vilela et al. (2021), which explores narratives in educational training contexts. The results indicate that the methodology aids in interpreting narrated experiences, providing a deeper understanding of contemporary educational and social phenomena. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14052210 |
| DOI: | 10.53897/RevESCC.2025.3.05 |
