Researching with teachers: the field diary and restitution’s importance in the intervention research

• Autor(a) principal: Ribeiro, Diana Montenegro
• Data de Publicação: 2016
• Outros Autores: Miranda, Luciana Lobo, Feitosa, Gabrielle Lima, Cardoso, Nirvana Frances Soares, Oliveira, Priscila Sanches Nery, de Oliveira, Taciana Cordeiro Dantas
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Psicologia (Fortaleza. Online)
• Texto Completo: http://www.periodicos.ufc.br/psicologiaufc/article/view/3675
• topic: School; media; research intervention; field diary; restitution.; Escola; Mídia; Pesquisa-intervenção; Diário de campo; Restituição

The search “Searching with teachers: media relations and school routine” has analyzed with 25 teachers from a public school in Fortaleza, the relationship between media and school routine. As a research device was created the extension course “School Dialogues: Media and School Daily Life”. Based on Michel Foucault (1987) on the disciplinary power present in school education and Gilles Deleuze (1990) on new ways to control the media involved, the research argues, ultimately, the school’s social function in contemporary, questioning the media as subjectivity vector in everyday school life and pedagogical work. In this paper we put in question the research methodology, emphasizing the centrality of the diary and restitution. We will also work the concept of intervention research and its practical implication as research strategy with the school. We will discuss the use of the diary as a facilitating tool bond and construction data needed to reframe the same. We highlight restitution as the necessary time to create a collective analysis field. Finally, we will present the importance of these tools for the entire process of building our research.