CONTENT ANALYSIS IN THE PERSPECTIVE OF BARDIN: CONTRIBUTIONS AND LIMITATIONS FOR QUALITATIVE RESEARCH IN EDUCATION

Detalhes bibliográficos
Autor(a) principal: Valle, Paulo Roberto Dalla
Data de Publicação: 2024
Outros Autores: Ferreira, Jacques de Lima
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/7697
Resumo: Content analysis corresponds to a set of techniques through which a group of data can be analyzed. It is widely used in qualitative research, especially in investigations in the field of education, as it is a very effective way of understanding the content, not always manifest in a discourse (whether it be a text, a gesture, or the utterance of a phrase, that is, any form of communication). Thus, the objective of this article is to describe the method and techniques of content analysis from the perspective of Bardin (2016) and its contributions and limitations to qualitative approaches in education. This research presents a qualitative perspective, of the bibliographical type, of an interpretative nature, carried out in articles and books that deal with the subject. Content analysis, from Bardin's perspective, offers several important contributions to qualitative research in education, including a systematic and rigorous analysis of data, a deeper understanding of the phenomena studied, a flexible and adaptable approach, the possibility of identifying gaps in the literature, and data triangulation. The main limitations of content analysis for qualitative research in education include the risk of reductionism, subjectivity in the construction of categories, difficulty in dealing with non-textual data, and limitations in generalizing results. It is important for the researcher to be aware of these limitations when using content analysis in their research.
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spelling CONTENT ANALYSIS IN THE PERSPECTIVE OF BARDIN: CONTRIBUTIONS AND LIMITATIONS FOR QUALITATIVE RESEARCH IN EDUCATIONANÁLISIS DE CONTENIDO EN LA PERSPECTIVA DE BARDIN: CONTRIBUCIONES Y LIMITACIONES PARA LA INVESTIGACIÓN CUALITATIVA EN EDUCACIÓNANÁLISE DE CONTEÚDO NA PERSPECTIVA DE BARDIN: CONTRIBUIÇÕES E LIMITAÇÕES PARA A PESQUISA QUALITATIVA EM EDUCAÇÃOanálise de conteúdopesquisa qualitativapesquisas educacionaiscontent analysisqualitative researcheducational researchanálisis de contenidoinvestigación cualitativainvestigaciones educativas Content analysis corresponds to a set of techniques through which a group of data can be analyzed. It is widely used in qualitative research, especially in investigations in the field of education, as it is a very effective way of understanding the content, not always manifest in a discourse (whether it be a text, a gesture, or the utterance of a phrase, that is, any form of communication). Thus, the objective of this article is to describe the method and techniques of content analysis from the perspective of Bardin (2016) and its contributions and limitations to qualitative approaches in education. This research presents a qualitative perspective, of the bibliographical type, of an interpretative nature, carried out in articles and books that deal with the subject. Content analysis, from Bardin's perspective, offers several important contributions to qualitative research in education, including a systematic and rigorous analysis of data, a deeper understanding of the phenomena studied, a flexible and adaptable approach, the possibility of identifying gaps in the literature, and data triangulation. The main limitations of content analysis for qualitative research in education include the risk of reductionism, subjectivity in the construction of categories, difficulty in dealing with non-textual data, and limitations in generalizing results. It is important for the researcher to be aware of these limitations when using content analysis in their research. El análisis de contenido corresponde a un conjunto de técnicas a través de las cuales se puede analizar un grupo de datos. Es ampliamente utilizado en investigación cualitativa, especialmente en investigaciones en el campo de la educación, ya que es una forma muy efectiva de comprender el contenido, no siempre manifiesto en un discurso (ya sea un texto, un gesto, o la expresión de una frase, es decir, cualquier forma de comunicación). Por lo tanto, el objetivo de este artículo es describir el método y las técnicas del análisis de contenido desde la perspectiva de Bardin (2016) y sus contribuciones y limitaciones a los enfoques cualitativos en educación. Esta investigación presenta una perspectiva cualitativa, del tipo bibliográfico, de naturaleza interpretativa, llevada a cabo en artículos, libros que tratan el tema. El análisis de contenido, desde la perspectiva de Bardin, ofrece varias contribuciones importantes a la investigación cualitativa en educación, incluyendo un análisis sistemático y riguroso de los datos, una comprensión más profunda de los fenómenos estudiados, un enfoque flexible y adaptable, la posibilidad de identificar lagunas en la literatura y la triangulación de datos. Las principales limitaciones del análisis de contenido para la investigación cualitativa en educación incluyen el riesgo de reduccionismo, subjetividad en la construcción de categorías, dificultad para manejar datos no textuales y limitaciones en la generalización de resultados. Es importante que el investigador sea consciente de estas limitaciones al utilizar el análisis de contenido en sus investigaciones. A análise de conteúdo corresponde a um conjunto de técnicas por meio das quais se pode analisar um grupo de dados. É bastante utilizada em pesquisas qualitativas, especialmente nas investigações da área da educação, por tratar-se de uma forma muito eficaz de se compreender os conteúdos nem sempre manifestos de um discurso (seja um texto, um gesto, ou a enunciação de uma frase, isso é, qualquer forma de comunicação). Assim, o objetivo deste artigo é descrever o método e as técnicas da análise de conteúdo na perspectiva de Bardin (2016) e suas contribuições e limitações para a abordagem qualitativa em educação. A investigação deste artigo apresenta a perspectiva qualitativa, do tipo bibliográfica, de natureza interpretativa, realizada em artigos e livros que tratam da temática. A análise de conteúdo, na perspectiva de Bardin, oferece várias contribuições importantes para a pesquisa qualitativa em educação, incluindo uma análise sistemática e rigorosa dos dados, uma compreensão mais profunda dos fenômenos estudados, uma abordagem flexível e adaptável, a possibilidade de identificação de lacunas na literatura e a triangulação dos dados. As principais limitações da análise de conteúdo para a pesquisa qualitativa em educação incluem o risco de reducionismo, a subjetividade na construção das categorias, a dificuldade em lidar com dados não-textuais e as limitações na generalização dos resultados. É importante que o pesquisador esteja ciente dessas limitações ao utilizar a análise de conteúdo em suas pesquisas. SciELO PreprintsSciELO PreprintsSciELO Preprints2024-01-02info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/769710.1590/SciELOPreprints.7697porhttps://preprints.scielo.org/index.php/scielo/article/view/7697/14412Copyright (c) 2024 Paulo Roberto Dalla Valle, Jacques de Lima Ferreirahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessValle, Paulo Roberto DallaFerreira, Jacques de Limareponame:SciELO Preprintsinstname:Scientific Electronic Library Online (SCIELO)instacron:SCI2023-12-13T03:55:52Zoai:ops.preprints.scielo.org:preprint/7697Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2023-12-13T03:55:52SciELO Preprints - Scientific Electronic Library Online (SCIELO)false
dc.title.none.fl_str_mv CONTENT ANALYSIS IN THE PERSPECTIVE OF BARDIN: CONTRIBUTIONS AND LIMITATIONS FOR QUALITATIVE RESEARCH IN EDUCATION
ANÁLISIS DE CONTENIDO EN LA PERSPECTIVA DE BARDIN: CONTRIBUCIONES Y LIMITACIONES PARA LA INVESTIGACIÓN CUALITATIVA EN EDUCACIÓN
ANÁLISE DE CONTEÚDO NA PERSPECTIVA DE BARDIN: CONTRIBUIÇÕES E LIMITAÇÕES PARA A PESQUISA QUALITATIVA EM EDUCAÇÃO
title CONTENT ANALYSIS IN THE PERSPECTIVE OF BARDIN: CONTRIBUTIONS AND LIMITATIONS FOR QUALITATIVE RESEARCH IN EDUCATION
spellingShingle CONTENT ANALYSIS IN THE PERSPECTIVE OF BARDIN: CONTRIBUTIONS AND LIMITATIONS FOR QUALITATIVE RESEARCH IN EDUCATION
Valle, Paulo Roberto Dalla
análise de conteúdo
pesquisa qualitativa
pesquisas educacionais
content analysis
qualitative research
educational research
análisis de contenido
investigación cualitativa
investigaciones educativas
title_short CONTENT ANALYSIS IN THE PERSPECTIVE OF BARDIN: CONTRIBUTIONS AND LIMITATIONS FOR QUALITATIVE RESEARCH IN EDUCATION
title_full CONTENT ANALYSIS IN THE PERSPECTIVE OF BARDIN: CONTRIBUTIONS AND LIMITATIONS FOR QUALITATIVE RESEARCH IN EDUCATION
title_fullStr CONTENT ANALYSIS IN THE PERSPECTIVE OF BARDIN: CONTRIBUTIONS AND LIMITATIONS FOR QUALITATIVE RESEARCH IN EDUCATION
title_full_unstemmed CONTENT ANALYSIS IN THE PERSPECTIVE OF BARDIN: CONTRIBUTIONS AND LIMITATIONS FOR QUALITATIVE RESEARCH IN EDUCATION
title_sort CONTENT ANALYSIS IN THE PERSPECTIVE OF BARDIN: CONTRIBUTIONS AND LIMITATIONS FOR QUALITATIVE RESEARCH IN EDUCATION
author Valle, Paulo Roberto Dalla
author_facet Valle, Paulo Roberto Dalla
Ferreira, Jacques de Lima
author_role author
author2 Ferreira, Jacques de Lima
author2_role author
dc.contributor.author.fl_str_mv Valle, Paulo Roberto Dalla
Ferreira, Jacques de Lima
dc.subject.por.fl_str_mv análise de conteúdo
pesquisa qualitativa
pesquisas educacionais
content analysis
qualitative research
educational research
análisis de contenido
investigación cualitativa
investigaciones educativas
topic análise de conteúdo
pesquisa qualitativa
pesquisas educacionais
content analysis
qualitative research
educational research
análisis de contenido
investigación cualitativa
investigaciones educativas
description Content analysis corresponds to a set of techniques through which a group of data can be analyzed. It is widely used in qualitative research, especially in investigations in the field of education, as it is a very effective way of understanding the content, not always manifest in a discourse (whether it be a text, a gesture, or the utterance of a phrase, that is, any form of communication). Thus, the objective of this article is to describe the method and techniques of content analysis from the perspective of Bardin (2016) and its contributions and limitations to qualitative approaches in education. This research presents a qualitative perspective, of the bibliographical type, of an interpretative nature, carried out in articles and books that deal with the subject. Content analysis, from Bardin's perspective, offers several important contributions to qualitative research in education, including a systematic and rigorous analysis of data, a deeper understanding of the phenomena studied, a flexible and adaptable approach, the possibility of identifying gaps in the literature, and data triangulation. The main limitations of content analysis for qualitative research in education include the risk of reductionism, subjectivity in the construction of categories, difficulty in dealing with non-textual data, and limitations in generalizing results. It is important for the researcher to be aware of these limitations when using content analysis in their research.
publishDate 2024
dc.date.none.fl_str_mv 2024-01-02
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/7697
10.1590/SciELOPreprints.7697
url https://preprints.scielo.org/index.php/scielo/preprint/view/7697
identifier_str_mv 10.1590/SciELOPreprints.7697
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/7697/14412
dc.rights.driver.fl_str_mv Copyright (c) 2024 Paulo Roberto Dalla Valle, Jacques de Lima Ferreira
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2024 Paulo Roberto Dalla Valle, Jacques de Lima Ferreira
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
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instname:Scientific Electronic Library Online (SCIELO)
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instname_str Scientific Electronic Library Online (SCIELO)
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