Qualitative research in education and language: history and validation of the indicative paradigm

Authors

  • Lívia Suassuna Universidade Federal de Pernambuco, Recife

DOI:

https://doi.org/10.5007/2175-795x.2008v26n1p341

Abstract

This theoretical study is part of doctoral research in Linguistics at the University at Campinas. It is specifically an adaptation of a chapter concerning qualitative research in education that justifies the option for the indicative paradigm for the study of phenomenon in the field of institutional evaluation and learning in language. The paper is divided in six parts: a characterization of the classics cientific paradigm; a brief history of the crisis of the classic paradigm; aconceptual discussion of quantitativeresearch; the existing inter-relations between the quantitative and qualitative aspects of educational research, a commentary on the data and the analytic procedures; a specific approach to the indicative paradigm, with an indication of its pertinence and relevance to educational research as a whole and for the treatment of language phenomenon within the school.

Author Biography

Lívia Suassuna, Universidade Federal de Pernambuco, Recife

Licenciatura em Letras Habilitação Português pela Universidade Federal de Pernambuco (1981), mestrado em Língua Portuguesa pela Pontifícia Universidade Católica de São Paulo (1989) e doutorado em Lingüística pela Universidade Estadual de Campinas (2004). Atualmente é professora da Universidade Federal de Pernambuco. Mais informações: http://lattes.cnpq.br/3685495814664993

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Published

2009-04-22

How to Cite

Suassuna, L. (2009). Qualitative research in education and language: history and validation of the indicative paradigm. Perspectiva, 26(1), 341–377. https://doi.org/10.5007/2175-795x.2008v26n1p341

Issue

Vol. 26 No. 1 (2008): Dossiê - Trabalho, Movimentos Sociais e Educação

Section

Article Demand for Continuous

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