A importância da investigação narrativa na educação

Abstract

RESUMO: Este artigo apresenta uma análise da importância da investigação narrativa para pesquisar os cotidianos educacionais. Descrevemos a relevância deste tipo de investigação como contribuição à articulação da teoria com a prática, do social com o individual. Também ressaltamos as características deste tipo de investigação, diferenciando duas formas de cognição (narrativa e paradigmática) que proporcionaram a distinção de duas formas de análise dentro das investigações narrativas. Através da descrição destas formas apontamos os pontos positivos e negativos de cada uma delas, mostrando que os dois tipos de investigação não são dicotômicos, podem ser complementares e têm muito a contribuir às investigações educacionais. Enfi m, para contornar as dúvidas que marcam qualquer investigação, é imprescindível considerar todas as questões, inclusive as práticas, e intensifi car os cuidados na busca das bases narrativas para as investigações na educação.Palavras-chave: Investigação narrativa. Teoria. Método. Tѕђ іњѝќџѡюћѐђ ќѓ ћюџџюѡіѣђ џђѠђюџѐѕ іћ ђёѢѐюѡіќћABSTRACT: This paper analyzes the importance of research narrative to investigate day-to-day education. It describes the relevance of such research as a contribution to linking theory and practice, the social and the individual. AĞ er highlighting the characteristics of this kind of research, it distinguishes between two forms (narrative and paradigmatic) of cognition and, thus, two forms of analysis within narrative research. It then describes both, pointing out their positive and negative sides to shows that they can be complementary (non-dichotomous) and have much to contribute to educational research. Finally, to bypass the doubts that mark any investigation, all the issues, including practices, must be considered and the care in search of narrative bases to investigate education must be intensifi ed.

Portfólio Reflexivo: subsídios filosóficos para uma práxis narrativa no ensino médico

“…However, the figure of the Arendtian spectator defines the dialogic dimension of the story, as, even though his deed deserves to be narrated, the actor-narrator needs to share it narratively so that it exists in the others' memory. In this sense, narrating something corresponds to Benjamin's idea of "interchanging experiences", so much so that, when we work with the subjects' narratives, we will be not only participating in their stories, but also in their reconstruction through the profusion of meanings, due to their essential non-closure 33 .…”

“…Thus, the narrative approach, which is a substratum of the portfolios, shares some of the principles of the evaluative learning methodologies but, at the same time, creates ruptures, such as the fact that the lived experience is not something to be measured; rather, it is created in the process itself 33 , especially in the dialogues between educator and student during the feedback. This moment is adequate for commenting on the portfolio and for adjusting the formative path, with the aim of promoting a more refined qualification of the pedagogical process.…”

Diálogos epistêmicos em Saúde Coletiva: a narrativa arendtiana como aporte teórico-metodológico para pesquisa sobre processos formativos em Saúde

“…Thinking is not equated with the classical attributes of rationality as a cognitive faculty whose criterion is truth and which apprehends concepts through passive perceptions leading to objectively verifiable knowledge". científica que parte de narrativas compartilha alguns dos princípios metodológicos da investigação qualitativa, mas que introduz algumas rupturas, como o fato de que a experiência vivida não é algo a ser captada, mas criada no próprio processo investigativo 20 .…”

Knowledge and practice in mental health nursing care

“…(9) Therefore, in a narrative, an interpretation of something that occurred is carried out by the narrator, and will subsequently be reinterpreted by the researcher (9) . The theoretical foundation utilized was the psychoanalytic theories of Freud and Lacan, especially the concepts of the unconscious, the subject, speech, and sinthome (this last was extracted from the Lacan's second seminar).…”