Panorama of Brazilian Researches in Education with Phenomenology (2001-2020)
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Data de Publicação: | 2022 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Phenomenology, Humanities and Sciences |
Texto Completo: | https://phenomenology.com.br/index.php/phe/article/view/129 |
Resumo: | Phenomenology proposes to Education the rescue of its own sense of being as an inves-tigative scope. From this point of view, we can find several researches that use Phenomenology as a method, epistemology, attitude, and/or interpretative nature of experiences in the field of Education. This article presents an overview of this Brazilian research in Education with Phenomenology from the first twenty years of the twenty-first century - from the following guiding question: What are the main characteristics of the set of Brazilian researches in Education with Phenomenology published in Brazil? Therefore, it questions the publications in their quantity, frequency, origin, authorship, study proposals, research object, and their significant correlations. To this end, the data were extracted from articles, dissertations and theses, collected from search bases and portals. The data organization and analysis were performed with the support of Microsoft Excel software, and the results were quanti-tatively approached and demonstrated with Descriptive Statistics, to compose the representation of the set of publications. To apprehend the configuration of the publications of this theme is of utmost importance to understand the status quo of research in education with Phenomenology and to situate new research that is organized with this method/epistemology. The results showed that 2017 and 2018 were the years in which this theme was most published; the subjects most used in the research were body and ‘teacher training’; other research areas are associated with education, such as health, geography, physical education, philosophy, art and culture; and, the southeast is the region of Brazil that most published research in Education with Phenomenology. |
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Panorama of Brazilian Researches in Education with Phenomenology (2001-2020)Panorama de la Investigación Brasileña en Educación y Fenomenología (2001-2020)Panorama das Pesquisas Brasileiras em Educação com Fenomenologia (2001-2020)EducaçãoFenomenologiaPesquisaEducationPhenomenologyResearchEducaciónFenomenologíaBúsquedaPhenomenology proposes to Education the rescue of its own sense of being as an inves-tigative scope. From this point of view, we can find several researches that use Phenomenology as a method, epistemology, attitude, and/or interpretative nature of experiences in the field of Education. This article presents an overview of this Brazilian research in Education with Phenomenology from the first twenty years of the twenty-first century - from the following guiding question: What are the main characteristics of the set of Brazilian researches in Education with Phenomenology published in Brazil? Therefore, it questions the publications in their quantity, frequency, origin, authorship, study proposals, research object, and their significant correlations. To this end, the data were extracted from articles, dissertations and theses, collected from search bases and portals. The data organization and analysis were performed with the support of Microsoft Excel software, and the results were quanti-tatively approached and demonstrated with Descriptive Statistics, to compose the representation of the set of publications. To apprehend the configuration of the publications of this theme is of utmost importance to understand the status quo of research in education with Phenomenology and to situate new research that is organized with this method/epistemology. The results showed that 2017 and 2018 were the years in which this theme was most published; the subjects most used in the research were body and ‘teacher training’; other research areas are associated with education, such as health, geography, physical education, philosophy, art and culture; and, the southeast is the region of Brazil that most published research in Education with Phenomenology.La Fenomenología propone a la Educación el rescate de su propio sentido de ser como ámbito investigativo. Desde este punto de vista, existen varios estudios que utilizan la Fenomenología como método, epistemología, actitud y/o naturaleza interpretativa de las experiencias en el campo de la Educación. Este artículo presenta un panorama de estas investigaciones brasileñas en Educación con Fenomenología en los primeros veinte años del siglo XXI – a partir de la siguiente pregunta orien-tadora: ¿Cuáles son las principales características del conjunto de investigaciones brasileñas en Edu-cación con Fenomenología publicadas en Brasil? Por tanto, cuestiona las publicaciones en cuanto a su cantidad, frecuencia, origen, autoría, propuestas de estudio, objeto de investigación y sus correlaciones significativas. Para ello, se extrajeron datos de artículos, disertaciones y tesis, recopilados de bases de datos y portales de búsqueda. La organización y el análisis de los datos fueron realizados con el apoyo del software Microsoft Excel, los resultados fueron abordados cuantitativamente y demostrados con Estadística Descriptiva, para componer la representación del conjunto de publicaciones. Comprender la configuración de las publicaciones sobre este tema es de suma importancia para comprender el status quo de la investigación en Educación con Fenomenología y situar nuevas investigaciones que se organizan con este método/epistemología. Los resultados mostraron que 2017 y 2018 fueron los años en los que más se publicó este tema; los temas más utilizados en la investigación fueron cuerpo y ‘formación docente’; otras áreas de investigación están asociadas a la Educación, como la salud, la geografía, la educación física, la filosofía, el arte y la cultura; y el Sudeste es la región de Brasil que más publicó investigaciones en Educación con Fenomenología.A Fenomenologia propõe à Educação o resgate de seu próprio sentido de ser como escopo investigativo. Nesse ponto de vista é que se encontram diversas pesquisas que utilizam a Fenomeno-logia como método, epistemologia, atitude e/ou cunho interpretativo de experiências na área da Edu-cação. Este artigo apresenta um panorama dessas pesquisas brasileiras em Educação com Fenomeno-logia dos vinte primeiros anos do século XXI – a partir da seguinte pergunta direcionadora: Quais são as principais características do conjunto de pesquisas brasileiras em Educação com Fenomenologia publicadas no Brasil? Portanto, questiona as publicações em sua quantidade, frequência, origem, auto-ria, propostas de estudo, objeto de pesquisa e suas correlações significativas. Para isso, os dados foram extraídos de artigos, dissertações e teses, coletadas a partir de bases e portais de busca. A organização dos dados e sua análise foram executadas com apoio do software Microsoft Excel, os resultados foram abordados quantitativamente e demonstrados com a Estatística Descritiva, para compor a representa-ção do conjunto das publicações. Apreender a configuração das publicações desta temática é de suma importância para entender o status quo da pesquisa em Educação com Fenomenologia e situar novas pesquisas que se organizam com esse método/epistemologia. Os resultados demonstraram que 2017 e 2018 foram os anos em que mais se publicou esta temática; os assuntos mais utilizados nas pesqui-sas foram corpo e ‘formação de professores’; outras áreas de pesquisa se associam à Educação, como saúde, geografia, Educação-física, filosofia, arte e cultura; e, o Sudeste é a região do Brasil que mais publicou pesquisas em Educação com Fenomenologia.Associação de Pesquisas em Fenomenologia (APFeno)2022-06-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://phenomenology.com.br/index.php/phe/article/view/129Phenomenology, Humanities and Sciences; Vol. 2 No. 2 (2021): Dossiê Especial Aron Gurwitsch; 275-288Phenomenology, Humanities and Sciences; Vol. 2 Núm. 2 (2021): Dossiê Especial Aron Gurwitsch; 275-288Phenomenology, Humanities and Sciences; v. 2 n. 2 (2021): Dossiê Especial Aron Gurwitsch; 275-2882675-4673reponame:Phenomenology, Humanities and Sciencesinstname:Universidade Federal do Paraná (UFPR)instacron:UFPRporhttps://phenomenology.com.br/index.php/phe/article/view/129/80Copyright (c) 2022 Phenomenology, Humanities and Sciencesinfo:eu-repo/semantics/openAccessAdriano Raimundo, JerryFurtado Holanda, Adriano2024-04-15T18:45:25Zoai:phenomenology.com.br:article/129Revistahttps://phenomenology.com.br/index.php/phePUBhttps://phenomenology.com.br/index.php/index/oaicontato@phenomenology.com.br || aholanda@yahoo.com2675-46732675-4673opendoar:2024-04-15T18:45:25Phenomenology, Humanities and Sciences - Universidade Federal do Paraná (UFPR)false |
dc.title.none.fl_str_mv |
Panorama of Brazilian Researches in Education with Phenomenology (2001-2020) Panorama de la Investigación Brasileña en Educación y Fenomenología (2001-2020) Panorama das Pesquisas Brasileiras em Educação com Fenomenologia (2001-2020) |
title |
Panorama of Brazilian Researches in Education with Phenomenology (2001-2020) |
spellingShingle |
Panorama of Brazilian Researches in Education with Phenomenology (2001-2020) Adriano Raimundo, Jerry Educação Fenomenologia Pesquisa Education Phenomenology Research Educación Fenomenología Búsqueda |
title_short |
Panorama of Brazilian Researches in Education with Phenomenology (2001-2020) |
title_full |
Panorama of Brazilian Researches in Education with Phenomenology (2001-2020) |
title_fullStr |
Panorama of Brazilian Researches in Education with Phenomenology (2001-2020) |
title_full_unstemmed |
Panorama of Brazilian Researches in Education with Phenomenology (2001-2020) |
title_sort |
Panorama of Brazilian Researches in Education with Phenomenology (2001-2020) |
author |
Adriano Raimundo, Jerry |
author_facet |
Adriano Raimundo, Jerry Furtado Holanda, Adriano |
author_role |
author |
author2 |
Furtado Holanda, Adriano |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Adriano Raimundo, Jerry Furtado Holanda, Adriano |
dc.subject.por.fl_str_mv |
Educação Fenomenologia Pesquisa Education Phenomenology Research Educación Fenomenología Búsqueda |
topic |
Educação Fenomenologia Pesquisa Education Phenomenology Research Educación Fenomenología Búsqueda |
description |
Phenomenology proposes to Education the rescue of its own sense of being as an inves-tigative scope. From this point of view, we can find several researches that use Phenomenology as a method, epistemology, attitude, and/or interpretative nature of experiences in the field of Education. This article presents an overview of this Brazilian research in Education with Phenomenology from the first twenty years of the twenty-first century - from the following guiding question: What are the main characteristics of the set of Brazilian researches in Education with Phenomenology published in Brazil? Therefore, it questions the publications in their quantity, frequency, origin, authorship, study proposals, research object, and their significant correlations. To this end, the data were extracted from articles, dissertations and theses, collected from search bases and portals. The data organization and analysis were performed with the support of Microsoft Excel software, and the results were quanti-tatively approached and demonstrated with Descriptive Statistics, to compose the representation of the set of publications. To apprehend the configuration of the publications of this theme is of utmost importance to understand the status quo of research in education with Phenomenology and to situate new research that is organized with this method/epistemology. The results showed that 2017 and 2018 were the years in which this theme was most published; the subjects most used in the research were body and ‘teacher training’; other research areas are associated with education, such as health, geography, physical education, philosophy, art and culture; and, the southeast is the region of Brazil that most published research in Education with Phenomenology. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-06-22 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Texto Texto info:eu-repo/semantics/other |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://phenomenology.com.br/index.php/phe/article/view/129 |
url |
https://phenomenology.com.br/index.php/phe/article/view/129 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://phenomenology.com.br/index.php/phe/article/view/129/80 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Phenomenology, Humanities and Sciences info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Phenomenology, Humanities and Sciences |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Associação de Pesquisas em Fenomenologia (APFeno) |
publisher.none.fl_str_mv |
Associação de Pesquisas em Fenomenologia (APFeno) |
dc.source.none.fl_str_mv |
Phenomenology, Humanities and Sciences; Vol. 2 No. 2 (2021): Dossiê Especial Aron Gurwitsch; 275-288 Phenomenology, Humanities and Sciences; Vol. 2 Núm. 2 (2021): Dossiê Especial Aron Gurwitsch; 275-288 Phenomenology, Humanities and Sciences; v. 2 n. 2 (2021): Dossiê Especial Aron Gurwitsch; 275-288 2675-4673 reponame:Phenomenology, Humanities and Sciences instname:Universidade Federal do Paraná (UFPR) instacron:UFPR |
instname_str |
Universidade Federal do Paraná (UFPR) |
instacron_str |
UFPR |
institution |
UFPR |
reponame_str |
Phenomenology, Humanities and Sciences |
collection |
Phenomenology, Humanities and Sciences |
repository.name.fl_str_mv |
Phenomenology, Humanities and Sciences - Universidade Federal do Paraná (UFPR) |
repository.mail.fl_str_mv |
contato@phenomenology.com.br || aholanda@yahoo.com |
_version_ |
1796798427841953792 |