quantidade e qualidade na pesquisa em educação, na perspectiva da dialética marxista quantity and quality in research on education from the perspective of marxist dialectics
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ID: 226448
2012
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Abstract
Este trabalho trata da relação entre métodos quantitativos e qualitativos nas ciências sociais em geral e na área da educação em particular. Começa focalizando a orientação positivista da Sociologia, assim como de outras ciências sociais em sua origem, mas rejeitando a identificação sumária entre métodos quantitativos e positivismo. Aborda, então, a querela metodológica, com destaque para três teses a respeito da relação entre métodos quantitativos e qualitativos: a da oposição ou incompatibilidade; a da complementaridade; e a da unidade. Esta última, como unidade na perspectiva da dialética marxista. Por fim, sugere que, em vez de nos inquirirmos sobre qual a competência metodológica de maior valor em absoluto, deveríamos perguntar-nos se e como diferentes competências metodológicas poderão articular-se no estudo de um determinado objeto ou problema social ou educacional.
This paper deals with the relationship between quantitative and qualitative methods in the social sciences in general and in the area of education in particular. It starts by focusing on the positivistic orientation that sociology and other social sciences had in their origin, but rejects a simple identification of quantitative methods and positivism. It then discusses the methodological dispute, highlighting three theses on the relationship between quantitative and qualitative methods: the thesis of opposition or incompatibility, the thesis of complementariness and the thesis of unity. The latter is seen as a unity in the perspective of Marxist dialectics. The paper finally suggests that instead of wondering what is the methodological competence that has the highest absolute value, we should ask whether and in which way different methodological competences can be brought together in the study of a particular object or social or educational problem.
This paper deals with the relationship between quantitative and qualitative methods in the social sciences in general and in the area of education in particular. It starts by focusing on the positivistic orientation that sociology and other social sciences had in their origin, but rejects a simple identification of quantitative methods and positivism. It then discusses the methodological dispute, highlighting three theses on the relationship between quantitative and qualitative methods: the thesis of opposition or incompatibility, the thesis of complementariness and the thesis of unity. The latter is seen as a unity in the perspective of Marxist dialectics. The paper finally suggests that instead of wondering what is the methodological competence that has the highest absolute value, we should ask whether and in which way different methodological competences can be brought together in the study of a particular object or social or educational problem.
| Reference Key |
ferraro2012pro-posiesquantidade
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| Authors | ;Alceu Ravanello Ferraro |
| Journal | journal of synchrotron radiation |
| Year | 2012 |
| DOI |
10.1590/S0103-73072012000100009
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| URL | |
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