Este artigo, recorte de minha tese de doutoramento, discorre sobre as formas de elaborar, conduzir e analisar entrevistas narrativas, conforme proposta por Schütze (1992a; 1992b) e Jovchelovitch e Bauer (2000) e discute sua potencialidade como instrumento na investigação de fenômenos sociais na Linguística Aplicada. Sua principal característica é a não interferência do pesquisador, que desenvolve a entrevista sob a premissa de oferecer total liberdade aos entrevistados para contar suas próprias histórias, no nível de enredamento em que as percebem. Tal característica vai ao encontro dos pressupostos da Linguística Aplicada que, em busca de compreender uma determinada realidade social, prima pela legitimidade de procedimentos de pesquisa que, na e pela linguagem, chegue o mais próximo possível da realidade manifestada pelo entrevistado, indivíduo inserido na realidade social focalizada pela pesquisa e, portanto, capaz de (re)construir essa realidade, modificá-la, influenciá-la e sofrer influência de sua conformação.
Objective: To propose elements for the development of Food and Nutrition Education practices integrated to pedagogical activities for children. Methods: This is a qualitative case study, with participant observation and semi-structured interviews, carried out in a non-formal learning space, that is inspired in anthroposophy, Slow Food movement and Pikler approach. Participants were 13 children aged one to four years and three educators, and the data were interpreted by reflexive thematic analysis, using the Complex Thought as a theoretical framework. Results: The Food and Nutrition Education was consolidated in different pedagogical activities, such as cultivation practices, reverence in dealing with food, rituals and sharing, in an environmental and transdisciplinary approach. Conclusion: Nutrition education activities as part of a relationship with the environment and the planet, seen from a transdisciplinary perspective, is a differential in the formation of principles and values in early childhood education.
e objective of this work is to present the Complex Hermeneutic-Phenomenological Approach as a research orientation based on two doctoral research papers. e justi cation for the development of this study lies in the opportunity to show how the Complex Hermeneutic-Phenomenological Approach addresses a phenomenon, ensuring no constraints, impositions or frameworks on pre-assumed bases. e Complex Hermeneutic-Phenomenological Approach takes Hermeneutics and Phenomenology as the philosophical orientation of the investigative process, in an inseparable perspective in which, a textualization and interpretation are developed in the light of the epistemology of Complexity, in search for understanding phenomena of human experience. We believe that this research can contribute with di erent educational areas interested on approaches that allow integration, interaction and dialogue between di erent knowledge as
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