Críticas da pesquisa educacional brasileira: presença constante do empirismo.

• Autor(a) principal: Verneque, Felipe de Almeida
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10626
• topic: Practice of Educational Research; Conception of Empirical Knowledge; Theoretical Construction of the Object; Prática da Pesquisa em Educação; Concepção Empírica de Conhecimento; Construção Teórica do Objeto; Pesquisa educacional; Teoria do conhecimento; Objeto (Filosofia); CNPQ::CIENCIAS HUMANAS::EDUCACAO

The central theme of this research, developed through bibliographic research, is the practice of educational research. The main objective was to present the analysis of the theoretical and methodological aspects of this practice. The research was done from a conceptual discussion on the theoretical and methodological foundations of scientific research in education. The questions presents by the dissertation about the theoretical and methodological assumptions indicate the presence of empiricism as an option in epistemological research practice in education. With special emphasis on the presence of critical empirical perspective on working knowledge of educational reality, the dissertation seeks to identify the theoretical and methodological weaknesses in educational research. Finally, in the face of these issues was presented another epistemological perspective to think the research practice in education, from the contributions of Miriam Limoeiro Cardoso (1976, 1978, 1990). In general, throughout the dissertation, questions were raised, discussions that, in general, are concerned with the process of knowledge production, from research in the area of education, in relation to the theoretical, methodological, epistemological.