Categorias de Análise Qualitativa de práticas Didático-Pedagógicas

• Autor(a) principal: Vieira, Rui Marques
• Data de Publicação: 2013
• Outros Autores: Tenreiro-Vieira, Celina
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v5i2.4360

The research in education, in the last decade, has been focusing on the praxis, in a preferably qualitative approach in the field of didactics. This, in an emancipatory, critical and transformative perspective, has been analyzed and interpreted in many ways. On this basis, it has been the subject of attention with different focuses, for example, the diverse conceptual frameworks and the methodological options, both in Portugal and in Brazil, as evidenced by different research studies that have been disclosed. In this context and given the high degree of polysemy and indetermination that has been observed in the analysis of didactic and pedagogical practices, as well as the adoption of rather reductionist views of these practices, a proposal of conceptualization is advanced. Then, based on this, the process of conception of the categories and their dimensions of analysis of didactic and pedagogical practices, which have been developed and implemented in different studies and with different approaches, are explained. Thus, two broad analysis categories of didactic and pedagogical practices are highlighted: the perspective with which the entire process of teaching / learning is looked at (conceptual part) and the perspective of the elements of implementation of this process (a more procedural part). For each of the categories three dimensions of analysis were defined, from which it is possible to shape different indicators according to the focus we aim at characterizing these practices. We conclude that, despite the complexity, singularity and the circumstances of each didactic and pedagogical practice, these categories and their dimensions have proved to be strong and consistent in the analysis of didactic and pedagogical practices in the investigations where they have been used.