The paradigms according to Egon G. Guba and Yvonna S. Lincoln’s theory (1994): the multi-referentiality in the doctorate program ate the college of education at UNISINOS university (from 2013 to 2018)
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/25219 |
Resumo: | The research paradigms are understood by authors such as Kuhn (1970), Creswell (2010) and Guba and Lincoln (1994), as a set of beliefs that guide researchers' actions based on the ontological, axiological, epistemological and methodological issues that demonstrate their conceptions of the world, which is why it is relevant to find out which one of these currently appear in studies on the human and social sciences. The objective of the present research, therefore, was to analyze, based on the conception of Guba and Lincoln (1994), the presence of research paradigms in the doctoral theses of the UNISINOS University's Stricto Sensu Program, from 2013 to 2018. For this, an exploratory and descriptive research of mixed nature was carried out, since both the quantitative and qualitative methods were used. Firstly, the quantitative was used when mapping the amount of theses defended by the students of the Stricto Sensu Program in Education. Secondly, the qualitative method employed can be clearly identified when the theses were analyzed. As a main result, it is noteworthy that the trend in educational research is the adoption of multi-referentiality and pragmatism, as to the possibility of merging different research paradigms. The researchers, in general, did not demonstrate, at least expressly, the concern presented by Guba and Lincoln (1994) to analyze the axiological compatibility between different paradigms for commensurability purposes. Moreover, there was a predominance of paradigms classified by Guba and Lincoln (1994) as alternative, indicating that research in human and social sciences has finally freed itself from positivism as an essential element for the rigor and scientificity of scientific research. |
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The paradigms according to Egon G. Guba and Yvonna S. Lincoln’s theory (1994): the multi-referentiality in the doctorate program ate the college of education at UNISINOS university (from 2013 to 2018)Los paradigmas en la teoría de Egon G. Guba e Yvonna S. Lincoln (1994): a multirreferencialidad en las tesis de doctorado de la UNISINOS (2013 a 2018)Os paradigmas na teoria de Egon G. Guba e Yvonna S. Lincoln (1994): a multirreferencialidade nas teses de doutorado em educação da UNISSINOS (2013 a 2018)ParadigmasMultirreferencialidadeEducaçãoEnsino.ParadigmasMultireferencialidadEducaciónEnseñanza.ParadigmsMulti-ReferentialityEducationTeaching.The research paradigms are understood by authors such as Kuhn (1970), Creswell (2010) and Guba and Lincoln (1994), as a set of beliefs that guide researchers' actions based on the ontological, axiological, epistemological and methodological issues that demonstrate their conceptions of the world, which is why it is relevant to find out which one of these currently appear in studies on the human and social sciences. The objective of the present research, therefore, was to analyze, based on the conception of Guba and Lincoln (1994), the presence of research paradigms in the doctoral theses of the UNISINOS University's Stricto Sensu Program, from 2013 to 2018. For this, an exploratory and descriptive research of mixed nature was carried out, since both the quantitative and qualitative methods were used. Firstly, the quantitative was used when mapping the amount of theses defended by the students of the Stricto Sensu Program in Education. Secondly, the qualitative method employed can be clearly identified when the theses were analyzed. As a main result, it is noteworthy that the trend in educational research is the adoption of multi-referentiality and pragmatism, as to the possibility of merging different research paradigms. The researchers, in general, did not demonstrate, at least expressly, the concern presented by Guba and Lincoln (1994) to analyze the axiological compatibility between different paradigms for commensurability purposes. Moreover, there was a predominance of paradigms classified by Guba and Lincoln (1994) as alternative, indicating that research in human and social sciences has finally freed itself from positivism as an essential element for the rigor and scientificity of scientific research. Los paradigmas de las pesquisas son comprendidos por los autores Khun (1970), Creswell (2010), Guba y Lincoln (1994), como un conjunto de creencias que guían la actuación de los investigadores desde las cuestiones ontológicas, axiológicas, epistemológicas y metodológicas que demuestran sus concepciones del mundo, razón por la cual es relevante descubrir que investigaciones aparecen actualmente en las Ciencias Humanas y Sociales. El propósito de este trabajo es analizar desde la concepción de Guba y Lincoln (1994), del periodo de 2013 hasta 2018, la presencia de los paradigmas en las investigaciones en las tesis de doctorado del programa de Posgraduación en Educación Stricto Sensu de la UNISINOS. Se realizó una investigación exploratoria y descriptiva, de carácter mixto, considerando las necesidades metodológicas tanto para la fase de mapeo de las tesis defendidas por los estudiantes en el periodo mencionado como para la fase de análisis de los paradigmas presentes em las tesis. Lo principal resultado, destacase que hay una tendencia en las investigaciones en Educación que es la adopción de la multireferencialidad y el pragmatismo cuanto la posibilidad de mezclar diferentes paradigmas de investigaciones. Los investigadores no tuvieron la misma preocupación formulada por Guba y Lincoln (1994), en analizar la compatibilidad axiológica entre diferentes para fines de conmensurabilidad. Además, se observó la predominancia de paradigmas clasificados por Guba y Lincoln (1994) como alternativos, indicando que las investigaciones en las Ciencias Humanas y Sociales se libertaron finalmente del positivismo como elemento esencial para el rigor y cientificidad de las investigaciones científicas.Os paradigmas de pesquisa são compreendidos por autores como Khun (1970), Creswell (2010) e Guba e Lincoln (1994), como um conjunto de crenças que orientam a atuação dos pesquisadores a partir das questões ontológicas, axiológicas, epistemológicas e metodológicas que demonstram suas concepções de mundo, razão pela qual é relevante descobrir quais delas atualmente aparecem nas pesquisas referentes às ciências humanas e sociais. O objetivo da presente pesquisa, foi analisar, a partir da concepção de Guba e Lincoln (1994), a presença dos paradigmas de pesquisa nas teses de doutorado do Programa de Pós-Graduação Stricto Sensu da UNISINOS, no período compreendido entre 2013 a 2018. Foi realizada pesquisa exploratória e descritiva, de natureza mista, considerando as necessidades metodológicas tanto para a fase de mapeamento das teses defendidas pelos estudantes do Programa de Pós-graduação Stricto Sensu em Educação da UNISINOS no período mencionado, quanto na análise dos paradigmas presentes nas teses. Como principal resultado, destaca-se que a tendência nas pesquisas em educação é a adoção da multireferencialidade e do pragmatismo, quanto à possibilidade de mesclar diferentes paradigmas de pesquisa. Os pesquisadores, de forma geral, não demonstraram, pelo menos expressamente, a preocupação apresentada por Guba e Lincoln (1994) de analisar a compatibilidade axiológica entre diferentes paradigmas para fins de comensurabilidade. Observou-se a predominância de paradigmas classificados, por Guba e Lincoln (1994), como alternativos, indicando que as pesquisas nas ciências humanas e sociais se libertaram, finalmente, do positivismo como elemento essencial para o rigor e a cientificidade das pesquisas científicas.Research, Society and Development2022-01-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2521910.33448/rsd-v11i1.25219Research, Society and Development; Vol. 11 No. 1; e53611125219Research, Society and Development; Vol. 11 Núm. 1; e53611125219Research, Society and Development; v. 11 n. 1; e536111252192525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/25219/22159Copyright (c) 2022 Flávia Aguiar Cabral Furtado Pinto; Ana Paula Martins Albuquerque; Camila Maria Rodrigues; Myrcea Santiago dos Santos Harveyhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPinto, Flávia Aguiar Cabral Furtado Albuquerque, Ana Paula Martins Rodrigues, Camila MariaHarvey, Myrcea Santiago dos Santos 2022-01-16T18:08:18Zoai:ojs.pkp.sfu.ca:article/25219Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:43:33.475788Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
The paradigms according to Egon G. Guba and Yvonna S. Lincoln’s theory (1994): the multi-referentiality in the doctorate program ate the college of education at UNISINOS university (from 2013 to 2018) Los paradigmas en la teoría de Egon G. Guba e Yvonna S. Lincoln (1994): a multirreferencialidad en las tesis de doctorado de la UNISINOS (2013 a 2018) Os paradigmas na teoria de Egon G. Guba e Yvonna S. Lincoln (1994): a multirreferencialidade nas teses de doutorado em educação da UNISSINOS (2013 a 2018) |
title |
The paradigms according to Egon G. Guba and Yvonna S. Lincoln’s theory (1994): the multi-referentiality in the doctorate program ate the college of education at UNISINOS university (from 2013 to 2018) |
spellingShingle |
The paradigms according to Egon G. Guba and Yvonna S. Lincoln’s theory (1994): the multi-referentiality in the doctorate program ate the college of education at UNISINOS university (from 2013 to 2018) Pinto, Flávia Aguiar Cabral Furtado Paradigmas Multirreferencialidade Educação Ensino. Paradigmas Multireferencialidad Educación Enseñanza. Paradigms Multi-Referentiality Education Teaching. |
title_short |
The paradigms according to Egon G. Guba and Yvonna S. Lincoln’s theory (1994): the multi-referentiality in the doctorate program ate the college of education at UNISINOS university (from 2013 to 2018) |
title_full |
The paradigms according to Egon G. Guba and Yvonna S. Lincoln’s theory (1994): the multi-referentiality in the doctorate program ate the college of education at UNISINOS university (from 2013 to 2018) |
title_fullStr |
The paradigms according to Egon G. Guba and Yvonna S. Lincoln’s theory (1994): the multi-referentiality in the doctorate program ate the college of education at UNISINOS university (from 2013 to 2018) |
title_full_unstemmed |
The paradigms according to Egon G. Guba and Yvonna S. Lincoln’s theory (1994): the multi-referentiality in the doctorate program ate the college of education at UNISINOS university (from 2013 to 2018) |
title_sort |
The paradigms according to Egon G. Guba and Yvonna S. Lincoln’s theory (1994): the multi-referentiality in the doctorate program ate the college of education at UNISINOS university (from 2013 to 2018) |
author |
Pinto, Flávia Aguiar Cabral Furtado |
author_facet |
Pinto, Flávia Aguiar Cabral Furtado Albuquerque, Ana Paula Martins Rodrigues, Camila Maria Harvey, Myrcea Santiago dos Santos |
author_role |
author |
author2 |
Albuquerque, Ana Paula Martins Rodrigues, Camila Maria Harvey, Myrcea Santiago dos Santos |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Pinto, Flávia Aguiar Cabral Furtado Albuquerque, Ana Paula Martins Rodrigues, Camila Maria Harvey, Myrcea Santiago dos Santos |
dc.subject.por.fl_str_mv |
Paradigmas Multirreferencialidade Educação Ensino. Paradigmas Multireferencialidad Educación Enseñanza. Paradigms Multi-Referentiality Education Teaching. |
topic |
Paradigmas Multirreferencialidade Educação Ensino. Paradigmas Multireferencialidad Educación Enseñanza. Paradigms Multi-Referentiality Education Teaching. |
description |
The research paradigms are understood by authors such as Kuhn (1970), Creswell (2010) and Guba and Lincoln (1994), as a set of beliefs that guide researchers' actions based on the ontological, axiological, epistemological and methodological issues that demonstrate their conceptions of the world, which is why it is relevant to find out which one of these currently appear in studies on the human and social sciences. The objective of the present research, therefore, was to analyze, based on the conception of Guba and Lincoln (1994), the presence of research paradigms in the doctoral theses of the UNISINOS University's Stricto Sensu Program, from 2013 to 2018. For this, an exploratory and descriptive research of mixed nature was carried out, since both the quantitative and qualitative methods were used. Firstly, the quantitative was used when mapping the amount of theses defended by the students of the Stricto Sensu Program in Education. Secondly, the qualitative method employed can be clearly identified when the theses were analyzed. As a main result, it is noteworthy that the trend in educational research is the adoption of multi-referentiality and pragmatism, as to the possibility of merging different research paradigms. The researchers, in general, did not demonstrate, at least expressly, the concern presented by Guba and Lincoln (1994) to analyze the axiological compatibility between different paradigms for commensurability purposes. Moreover, there was a predominance of paradigms classified by Guba and Lincoln (1994) as alternative, indicating that research in human and social sciences has finally freed itself from positivism as an essential element for the rigor and scientificity of scientific research. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-01-14 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/25219 10.33448/rsd-v11i1.25219 |
url |
https://rsdjournal.org/index.php/rsd/article/view/25219 |
identifier_str_mv |
10.33448/rsd-v11i1.25219 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/25219/22159 |
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https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 1; e53611125219 Research, Society and Development; Vol. 11 Núm. 1; e53611125219 Research, Society and Development; v. 11 n. 1; e53611125219 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
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Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052791974264832 |