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Advisor(s)
Abstract(s)
Este artigo tem origem numa análise e reflexão sobre experiências vividas pelas autoras no campo da investigação em Educação. Confrontadas, por vezes, com a necessidade de elucidar caraterísticas, potencial e adequação de uma destas metodologias a um dado problema de investigação, encetámos a discussão em torno da ontologia e da epistemologia subjacentes a estas duas abordagens. As reflexões que ora se trazem à luz traduzem um primeiro esboço resultante dessa discussão. O artigo está organizado em três secções. Na primeira e segunda secção procurámos, ainda que de modo sintético, caraterizar a Design-Based Research (DBR) e a Investigação-Ação (IA). Na terceira secção, apresentamos o que têm em comum as duas abordagens e a reflexão que emergiu da análise realizada sobre o que as distingue e as aproxima. Por fim, argumentamos que embora as raízes e a evolução das duas abordagens sejam distintas, partilham assunções fundamentais e traduzem olhares investigativos sobre a prática com subtis diferenças e, neste sentido, se inscrevem no Paradigma Pragmático de Investigação em Educação.
This paper had raised from an exchange of experiences between the two authors in the field of research in Education. Faced, at times, with the need to elucidate the characteristics, potential and suitability of one of these methodologies taking into account a given research problem, in a first analysis we started some discussions about what is similar and dissimilar between the two approaches. The reflections now brought to light reflect a first outline resulting from this discussion. We had organized the article in three sections. In the first and second sections, we tried, albeit in a synthetic way, to characterize Design-Based Research and Action-Research. In the third section, we seek to make known the similarities of the two approaches and the result of reflection on them. Based on the similarities found, it is our belief that sharing fundamental assumptions, both approaches are positioned in a Pragmatic Paradigm of Research in Education
This paper had raised from an exchange of experiences between the two authors in the field of research in Education. Faced, at times, with the need to elucidate the characteristics, potential and suitability of one of these methodologies taking into account a given research problem, in a first analysis we started some discussions about what is similar and dissimilar between the two approaches. The reflections now brought to light reflect a first outline resulting from this discussion. We had organized the article in three sections. In the first and second sections, we tried, albeit in a synthetic way, to characterize Design-Based Research and Action-Research. In the third section, we seek to make known the similarities of the two approaches and the result of reflection on them. Based on the similarities found, it is our belief that sharing fundamental assumptions, both approaches are positioned in a Pragmatic Paradigm of Research in Education
Description
Keywords
Design-based research Investigação-ação Pragmatismo Action research Pragmatism
Pedagogical Context
Citation
Pereira, A., Oliveira, I. (2020). Pereira, A. ., & Pereira, I. (2020). Design-Based Research e Investigação -Ação: Dois olhares que se entrecruzam. New Trends in Qualitative Research, 2, 336-350.
Publisher
Ed. Ludomedia