Publication
Qualitative methodology promoting educational contexts to potentiate inclusion
| Summary: | We present here our experience in pedagogical action, inspired by qualitative methodology, with alignment on research-action, assigning dialogical positioning, which focuses on the analysis of development and learning potentiating contexts, and also the analysis of what these contexts generate, from narratives of participants in educational projects, as well as research projects, extension and teaching professional activities, described in scientific articles published by our research group in Psychology, Education and Inclusion, at the University of Brasília. The results showed that the methodology of research-action grounded in dialogical pedagogy, intentionally avoiding exclusion reasoning and the effort to comprehend validity fields is potentially fomenter of development and learning. This style of positioning amplifies and deepens, in a virtuous cycle, reflections and flexibleness, providing new senses to old schemes and scripts, allowing to update meanings, values, reach and limits of human activity in the construction of an inclusive culture and a sustainable society. |
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| Main Authors: | Sousa, Maria do Amparo |
| Other Authors: | Caixeta, Juliana Eugênia; Santos, Paulo França |
| Subject: | Metodologia qualitativa atuação pedagógica pesquisa-ação inclusão Metodología cualitativa actividades educativas investigación-acción inclusión Qualitative methodology pedagogical action action research inclusion |
| Year: | 2016 |
| Country: | Portugal |
| Document type: | article |
| Associated institution: | Universidade de Aveiro Centro de Investigação Didática e Tecnologia na Formação de Formadores |
| Language: | Portuguese |
| Origin: | Indagatio Didactica |
| Summary: | We present here our experience in pedagogical action, inspired by qualitative methodology, with alignment on research-action, assigning dialogical positioning, which focuses on the analysis of development and learning potentiating contexts, and also the analysis of what these contexts generate, from narratives of participants in educational projects, as well as research projects, extension and teaching professional activities, described in scientific articles published by our research group in Psychology, Education and Inclusion, at the University of Brasília. The results showed that the methodology of research-action grounded in dialogical pedagogy, intentionally avoiding exclusion reasoning and the effort to comprehend validity fields is potentially fomenter of development and learning. This style of positioning amplifies and deepens, in a virtuous cycle, reflections and flexibleness, providing new senses to old schemes and scripts, allowing to update meanings, values, reach and limits of human activity in the construction of an inclusive culture and a sustainable society. |
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