AUTOSCOPY IN RESEARCH IN EDUCATION: theoretical-methodological understanding of a reflective observation)

• Autor(a) principal: Ferraz, Rita de Cássia Souza Nascimento
• Data de Publicação: 2022
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Momento (Rio Grande. Online)
• Texto Completo: https://periodicos.furg.br/momento/article/view/14279
• topic: Desenvolvimento. Metodologia. Observação. Prática Pedagógica; Development. Methodology. Note. Pedagogical Practice; Desarrollo. Metodologia. Nota. Práctica pedagógica

This work presents theoretical and methodological considerations about autoscopy as a research tool with a reflective approach. This perspective enables the understanding of autoscopy as a reflexive observation technique inserted in research in several areas, with Education as its main focus. The theoretical framework presents, in principle, an analysis of studies that enunciate autoscopy functions such as self-assessment through confrontation of the self-image, possibility of a change of action by the perception of causes and effects and perception of aspects that were previously unknown and verification of contradictions. Methodologically, the use of autoscopy as a mediating element can represent a new tool that will provide people with a confrontation with their experiences and conditions to incorporate and expand new knowledge to their mental functioning, enabling the establishment and expansion of other inter and intrapersonal relationships. From this discussion, the use of autoscopy makes it possible to apprehend the participant's reflective process in the experienced situation, since this technique requires the development of skills such as attention, more accurate observation, reading and interlocution with the image, in short, skills that can enable the expansion and resizing of their own views and their own subjectivity.