Más allá de la palabra escrita. La utilización de recursos visuales como estrategia metodológica en ciencias sociales y de la educación / Beyond the text. Using visual resources as a methodological strategy in education and social sciences

Abstract

RESUMENTradicionalmente, la transcripción de entrevistas, ya sea individuales o grupales, constituye, con frecuencia, el material empírico básico para llevar a cabo estudios cualitativos en ciencias sociales y de la educación. Sin embargo, la utilización de estrategias visuales (dibujos, fotografías, videos) se ha convertido en las últimas décadas en un recurso metodológico especialmente sensible y adecuado para aquellas personas que, por distintas razones, no tienen un nivel lingüístico o comunicativo desarrollado. Este es el caso, por ejemplo, de niños y niñas, personas de origen extranjero con poca competencia en la lengua de la sociedad de destino o de algunas personas con discapacidad intelectual. El objetivo de este artículo es describir e ilustrar la utilización metodológica de recursos visuales, así como discutir sus posibilidades, a partir de ejemplos de su uso desarrollados en tres investigaciones socioeducativas.Palabras clave: investigación cualitativa, métodos visuales, elaboración de gráficos, investigación basada en el arte, investigación participativa, métodos sensoriales de investigación. ABSTRACTTraditionally, the transcription of interviews, either individual or group, has become the basic empirical material to conduct qualitative studies in social sciences and education. However, in the last few decades, the use of visual strategies (drawings, photographs, videos) has become a methodological resource, particularly sensitive and suitable for those people who do not have a level or communicative language developed for whatever reason. This is the case of children, people of foreign origin with less competence with the language of the society of destination or people with intellectual disabilities, for example. The objective of this article is to describe and illustrate the use of methodological visual resources within the framework of three research projects. We discuss the advantages and disadvantages of the use of these strategies through experience with the projects that are described and illustrated in this article.

Les visites etnogràfiques a les llars dels estudiants com a estratègia per crear llaços de confiança entre docents i famílies

“…El reto consiste en a la vez que se identifican los fondos de conocimiento de las familias, documentar empíricamente las experiencias de aprendizaje significativas (Esteban-Guitart, Serra & Vila, 2017) de los alumnos, tanto dentro como fuera del contexto escolar, con el objetivo de contextualizar el currículum a un triple nivel: aprendiz, familia y comunidad (Esteban-Guitart, 2017). Para ello es necesario explorar y desarrollar aproximaciones metodológicas que vayan más allá de la mera entrevista en profundidad (Esteban-Guitart, Pallisera, Fullana & Gifre, 2017).…”

A Synthesis of Funds of Identity Research: Purposes, Tools, Pedagogical Approaches, and Outcomes

“…Because of the linguistic competences of the authors, this review was limited to work published in English. We do not mean to devalue or hide the work of FoI scholars who do not publish in English, especially since we are aware of a significant amount of scholarship that is published in Spanish (e.g., Díaz-Barriga-Arceo & Vázquez-Negrete, 2020; Esteban-Guitart et al, 2015; Esteban-Guitart, Pallisera, et al, 2017; E. López et al, 2018; Subero, 2015).…”

Migration and Youth Empowerment

“…The biograms are designed for exploratory purposes, to be complemented in a second stage with in-depth interviews (Patton, 1990;Seidman, 2013). At the end of the data collection phase, a method is applied that was inspired in visual methodologies (Barbour, 2014;Esteban-Guitart et al, 2017), in which participants are asked to draw their life, that is, to graphically represent their life path from the perspective of empowerment. The approach and use of these tools focus on the individuals' perspective, voice and experience (Goetz and LeCompte, 1988).…”

“…We also investigated experiences that were difficult to face but made them grow as people and become empowered, as well as their expectations and life plans. At the end of the meeting, using a method inspired in visual methodologies (Barbour, 2014;Esteban-Guitart et al 2017), by way of synthesis, we proposed that they draw their lives on a blank sheet of paper, indicating the most significant spaces, moments, decisions and people in their empowerment processes. Once this had been done, we asked them to explain what they had drawn.…”

“…understands young people as active subjects and emphasizes the individual, while still highlighting the effect context exerts on modes and complexities of transitions (Casal et al, 2011;Sepúlveda, 2013). Based on a qualitative methodology that incorporates biograms, in-depth interviews, graphic representations of life paths and explanations of the latter, it is possible to determine the dimensions in which the empowerment of these young people takes place, and the moments, spaces and people such processes are linked to (Abel, 1947;Patton, 1990;Seidman, 2013;Barbour, 2014;Esteban-Guitart et al 2017).…”