Abstract:RESUMOO texto aborda questões relativas à busca de rigor na pesquisa em educação. Mostra que as mudanças nos referenciais, nos contextos e nas metodologias dos estudos, nos últimos anos, suscitaram questionamentos sobre a natureza dos conhecimentos produzidos, sobre os critérios de julgamento dos trabalhos científicos e sobre os pressupostos dos métodos e técni-cas. Além disso, analisa as condições reais que os pesquisadores enfrentam na produção de conhecimento científico e conclui pela necessidade de lutar p… Show more
“…A good example to illustrate how the absence of rigor may compromise the quality of a study is presented by André (2001), who focuses on the education field; her work is based on previous studies in which she cites the lack of knowledge about assumptions and research methods and techniques. She notes problems in that field's research process, such as methodological weaknesses of studies and surveys resulting from their use of very reduced portions of reality.…”
Section: Relevance Validity Rigor and Integrity As Elements Of Resmentioning
confidence: 99%
“…Third, what procedures must be followed to maintain rigor in the collection and analysis of data? These questions relate to the assumptions of research methods and techniques, both in situations focusing on local issues and in situations addressing a large number of observations (André, 2001). In discussing research quality, the second and third questions are particularly important because they explore two concepts analyzed in that paper: rigor and quality of the knowledge produced.…”
Section: Influence Of Research Traditions On the Research Processmentioning
confidence: 99%
“…Research in education, for instance, has received some criticism involving the space between theory and practice (i.e., actors and researchers' roles, which are difficult to reconcile in science or intervention policy) and rigor helps address these issues (André, 2001). For André, 2 there are many relevant questions that have not yet been formulated and other issues that must be discovered and/or resolved; therefore, there are many opportunities for all types of research.…”
Section: Stakeholders and Their Interestsmentioning
confidence: 99%
“…This model was based on classic scientific criteria such as validity, reliability and generalization (André, 2001), but social investigators believed that traditional standards could not address new research approaches, particularly because qualitative studies sought to understand human and social phenomena. Discussing quality and credibility focused on qualitative research, Patton There is no consensus related to which criteria are best for judging research quality.…”
Section: Criteria and Indicatorsmentioning
confidence: 99%
“…Considering the final view, which is notably related to a study of practice, this work uses a combination of different sources to show a set of general criteria that was judged as possible to use, after taking the appraisal questions that drive the judgment of scientific evidence into account. André (2001) argues that some broader criteria and other criteria more specific to each study group might be defined. However, building these standards should be a collective and long-term task.…”
“…A good example to illustrate how the absence of rigor may compromise the quality of a study is presented by André (2001), who focuses on the education field; her work is based on previous studies in which she cites the lack of knowledge about assumptions and research methods and techniques. She notes problems in that field's research process, such as methodological weaknesses of studies and surveys resulting from their use of very reduced portions of reality.…”
Section: Relevance Validity Rigor and Integrity As Elements Of Resmentioning
confidence: 99%
“…Third, what procedures must be followed to maintain rigor in the collection and analysis of data? These questions relate to the assumptions of research methods and techniques, both in situations focusing on local issues and in situations addressing a large number of observations (André, 2001). In discussing research quality, the second and third questions are particularly important because they explore two concepts analyzed in that paper: rigor and quality of the knowledge produced.…”
Section: Influence Of Research Traditions On the Research Processmentioning
confidence: 99%
“…Research in education, for instance, has received some criticism involving the space between theory and practice (i.e., actors and researchers' roles, which are difficult to reconcile in science or intervention policy) and rigor helps address these issues (André, 2001). For André, 2 there are many relevant questions that have not yet been formulated and other issues that must be discovered and/or resolved; therefore, there are many opportunities for all types of research.…”
Section: Stakeholders and Their Interestsmentioning
confidence: 99%
“…This model was based on classic scientific criteria such as validity, reliability and generalization (André, 2001), but social investigators believed that traditional standards could not address new research approaches, particularly because qualitative studies sought to understand human and social phenomena. Discussing quality and credibility focused on qualitative research, Patton There is no consensus related to which criteria are best for judging research quality.…”
Section: Criteria and Indicatorsmentioning
confidence: 99%
“…Considering the final view, which is notably related to a study of practice, this work uses a combination of different sources to show a set of general criteria that was judged as possible to use, after taking the appraisal questions that drive the judgment of scientific evidence into account. André (2001) argues that some broader criteria and other criteria more specific to each study group might be defined. However, building these standards should be a collective and long-term task.…”
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