"¿De nobis ipsis silemus?": Epistemología de la investigación biográfico-narrativa en educación
The article analyzes how biographical-narrative research has currently become a perspective or specific approach in educational research, and not just another qualitative methodology to be added to the rest. It changes the usual concepts about what is considered knowledge in social science and what...
Guardado en:
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| Formato: | Artículo |
| Lenguaje: | español |
| Publicado: |
Universidad Autónoma de Baja California: Instituto de Investigación y Desarrollo Educativo
2002
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| Materias: | |
| Acceso en línea: | https://dialnet.unirioja.es/servlet/oaiart?codigo=239448 |
| Etiquetas: |
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| Sumario: | The article analyzes how biographical-narrative research has currently become a perspective
or specific approach in educational research, and not just another qualitative methodology to
be added to the rest. It changes the usual concepts about what is considered knowledge in
social science and what it is important to know. However, since modern times there has been
a methodological deficiency in the justification of this type of research (validity, generalization
and reliability). This study gathers and describes the main lines of support for
autobiographical accounts, critically analyzing the theoretical and epistemological disputes
that have arisen in the last few years (positivism vs. hermeneutics, paradigmatic method vs.
narrative data analysis). The paper also deals with the epistemological limitations and
problems presented by the defense of a strictly narrative data focus, and how it can be
compatible with the paradigmatic ways of knowing. |
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