Grounded Theory for beginners: a contribution to research in education

Detalhes bibliográficos
Autor(a) principal: Miranda e Silva, Nuno
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: por
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/8563
Resumo: Grounded Theory is one of the most commonly used types of qualitative research. However, in Portugal, it is little applied in the educational sciences, despite its potential for the study of complex environments, such as education. This dissonance suggests that this type of research is not sufficiently well known, or it is believed to be difficult to use. My objective is to offer a panoramic view of Grounded Theory, which constitutes a model to initiate the practice. I describe when it becomes relevant, the steps and characteristics of the process (data collection to build theory, open coding, immediate data analysis, induction, openness, memos and constant comparison) and the expected scientific product. I conclude that the use of this research type can contribute to scientific developments, as it is based on flexible and heuristic procedures and welcomes the uncertain nature of education and the serendipity that emerges from it.
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spelling Grounded Theory for beginners: a contribution to research in educationGrounded Theory para principiantes: contribución a la investigación en educación Grounded Theory pour les débutants: contribution à la recherche en éducationGrounded Theory para iniciantes: contributo para a investigação em educaçãoGrounded TheoryPesquisa Qualitativa EducaçãoMetodologia da PesquisaInvestigaçãoEducaçãoMetodologiaGrounded TheoryGrounded Theory Recherche Qualitative Éducation Méthodologie de la RechercheGrounded Theory Investigación Cualitativa Educación Metodología de la InvestigaciónGrounded Theory Qualitative Research Education Research MethodologyResearchEducationMethodologyGrounded TheoryGrounded Theory is one of the most commonly used types of qualitative research. However, in Portugal, it is little applied in the educational sciences, despite its potential for the study of complex environments, such as education. This dissonance suggests that this type of research is not sufficiently well known, or it is believed to be difficult to use. My objective is to offer a panoramic view of Grounded Theory, which constitutes a model to initiate the practice. I describe when it becomes relevant, the steps and characteristics of the process (data collection to build theory, open coding, immediate data analysis, induction, openness, memos and constant comparison) and the expected scientific product. I conclude that the use of this research type can contribute to scientific developments, as it is based on flexible and heuristic procedures and welcomes the uncertain nature of education and the serendipity that emerges from it.La Grounded Theory es una de las modalidades más utilizadas en la investigación cualitativa. Sin embargo, en Portugal, es poco movilizado en Ciencias de la Educación, a pesar de su potencial en el estudio de entornos complejos, como la educación. Esta disonancia sugiere que la modalidad no tiene la divulgación adecuada o se entiende que es difícil de usar. En esa medida, mi objetivo es ofrecer una visión panorámica de la Grounded Theory, que constituye un modelo de iniciación a la práctica. Utilizo mi experiencia de principiante en la modalidad para describir cuándo se vuelve relevante, los pasos y características del proceso (recopilación de datos para construir teoría, codificación abierta, análisis inmediato de datos, inducción, apertura, memorandos y comparación constante) y el producto científico esperado. Concluyo que el uso de la modalidad puede contribuir a los desarrollos científicos, porque se basa en procedimientos flexibles y heurísticos y acoge la naturaleza incierta de la educación y la serendipia que emerge de ella.La Grounded Theory est l’une des modalités les plus utilisées dans la recherche qualitative. Cependant, au Portugal, elle est peu mobilisée en Sciences de l’éducation, malgré son potentiel dans l’étude d’environnements complexes, comme l’éducation. Cette dissonance suggère que la modalité n’a pas une divulgation adéquate ou est considérée comme difficile à utiliser. Dans cette mesure, mon objectif est d’offrir une vision panoramique de la Grounded Theory, qui constitue un modèle d’initiation à la pratique. J’utilise mon expérience de débutant dans la modalité pour décrire quand cela devient pertinent, les étapes et les caractéristiques du processus (collecte de données pour construire la théorie, codage ouvert, analyse immédiate des données, induction, ouverture, mémos et comparaison constante) et le produit scientifique attendu. Je conclus que l’utilisation de la modalité peut contribuer aux développements scientifiques, car elle repose sur des procédures flexibles et heuristiques et accueille le caractère incertain de l’éducation et la sérendipité qui en découle.A Grounded Theory é das modalidades mais usadas em pesquisa de abordagem qualitativa. Contudo, em Portugal, ela é pouco mobilizada nas Ciências da Educação, apesar do seu potencial para o estudo de ambientes complexos, como é a educação. Essa dissonância sugere que a modalidade não tem divulgação adequada ou é entendida como de uso difícil. Meu objetivo é oferecer uma visão panorâmica da temática que se constitua como um modelo de iniciação à prática. Descrevo quando é que ela se torna pertinente, os passos e caraterísticas do processo e o produto científico expectável. Concluo que o recurso à modalidade pode contribuir para desenvolvimentos científicos, porque assenta em procedimentos flexíveis e heurísticos e acolhe o caráter incerto da educação e a serendipidade que daí emerge.Fundação Carlos Chagas2022-04-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/8563Cadernos de Pesquisa; Vol. 52 (2022); e08563Cadernos de Pesquisa; Vol. 52 (2022); e08563Cadernos de Pesquisa; Vol. 52 (2022); e08563Cadernos de Pesquisa; v. 52 (2022); e085631980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporhttps://publicacoes.fcc.org.br/cp/article/view/8563/4399Copyright (c) 2022 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess Miranda e Silva, Nuno2023-12-08T14:54:38Zoai:ojs.publicacoes.fcc.org.br:article/8563Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexPRIhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2023-12-08T14:54:38Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Grounded Theory for beginners: a contribution to research in education
Grounded Theory para principiantes: contribución a la investigación en educación
Grounded Theory pour les débutants: contribution à la recherche en éducation
Grounded Theory para iniciantes: contributo para a investigação em educação
title Grounded Theory for beginners: a contribution to research in education
spellingShingle Grounded Theory for beginners: a contribution to research in education
Miranda e Silva, Nuno
Grounded Theory
Pesquisa Qualitativa
Educação
Metodologia da Pesquisa
Investigação
Educação
Metodologia
Grounded Theory
Grounded Theory
Recherche Qualitative
Éducation
Méthodologie de la Recherche
Grounded Theory
Investigación Cualitativa
Educación
Metodología de la Investigación
Grounded Theory
Qualitative Research
Education
Research Methodology
Research
Education
Methodology
Grounded Theory
title_short Grounded Theory for beginners: a contribution to research in education
title_full Grounded Theory for beginners: a contribution to research in education
title_fullStr Grounded Theory for beginners: a contribution to research in education
title_full_unstemmed Grounded Theory for beginners: a contribution to research in education
title_sort Grounded Theory for beginners: a contribution to research in education
author Miranda e Silva, Nuno
author_facet Miranda e Silva, Nuno
author_role author
dc.contributor.author.fl_str_mv Miranda e Silva, Nuno
dc.subject.por.fl_str_mv Grounded Theory
Pesquisa Qualitativa
Educação
Metodologia da Pesquisa
Investigação
Educação
Metodologia
Grounded Theory
Grounded Theory
Recherche Qualitative
Éducation
Méthodologie de la Recherche
Grounded Theory
Investigación Cualitativa
Educación
Metodología de la Investigación
Grounded Theory
Qualitative Research
Education
Research Methodology
Research
Education
Methodology
Grounded Theory
topic Grounded Theory
Pesquisa Qualitativa
Educação
Metodologia da Pesquisa
Investigação
Educação
Metodologia
Grounded Theory
Grounded Theory
Recherche Qualitative
Éducation
Méthodologie de la Recherche
Grounded Theory
Investigación Cualitativa
Educación
Metodología de la Investigación
Grounded Theory
Qualitative Research
Education
Research Methodology
Research
Education
Methodology
Grounded Theory
description Grounded Theory is one of the most commonly used types of qualitative research. However, in Portugal, it is little applied in the educational sciences, despite its potential for the study of complex environments, such as education. This dissonance suggests that this type of research is not sufficiently well known, or it is believed to be difficult to use. My objective is to offer a panoramic view of Grounded Theory, which constitutes a model to initiate the practice. I describe when it becomes relevant, the steps and characteristics of the process (data collection to build theory, open coding, immediate data analysis, induction, openness, memos and constant comparison) and the expected scientific product. I conclude that the use of this research type can contribute to scientific developments, as it is based on flexible and heuristic procedures and welcomes the uncertain nature of education and the serendipity that emerges from it.
publishDate 2022
dc.date.none.fl_str_mv 2022-04-25
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/8563
url https://publicacoes.fcc.org.br/cp/article/view/8563
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/8563/4399
dc.rights.driver.fl_str_mv Copyright (c) 2022 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 52 (2022); e08563
Cadernos de Pesquisa; Vol. 52 (2022); e08563
Cadernos de Pesquisa; Vol. 52 (2022); e08563
Cadernos de Pesquisa; v. 52 (2022); e08563
1980-5314
0100-1574
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