Discursive Textual Analysis as a method in qualitative research: focus on the validation of emerging categories

• Autor(a) principal: de Paula, Marlúbia Corrêa
• Data de Publicação: 2019
• Outros Autores: Viali, Lori, Guimarães, Gleny Terezinha Duro
• 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.v11i3.4948

This article is a thesis cut that aimed to identify the pedagogical practices carried out by university professors in Brazil, Portugal and Spain. The itinerary of this article contemplates an intentionally didactic purpose of discoursing on the stages of Discursive Textual Analysis (DTA). This is a qualitative research (documentary and bibliographic sources) using semi-structured questionnaires. For the subject delimitation, the pedagogical teachers’ practices of Higher Education Institutions (IES) were analyzed (eleven from Brazil, six from Portugal and one from Spain during the first semester of 2017). This research is justified by the accomplishment of four mappings, due to be pedagogical practice, teachers training and the use of the ATD complex issues. The use of ATD provides obtaining emergent categories. These categories are carefully validated, and the process is detailed object of this article. It is concluded, in relation to the objective of the research carried out, that teachers researched in Brazil refer to the pedagogical practice of teachers in formation, while Portugal and Spain refer to the teaching practice itself.