Resumo

DE ALCANTARA, Raquel  e  DO CARMO DE OLIVEIRA, Andressa Martins. Contributions of Gonzalez´s Rey qualitative epistemology and constructive-interpretative methodology to educational research: a case study. Rev. Actual. Investig. Educ [online]. 2020, vol.20, n.2, pp.1-20. ISSN 1409-4703.  http://dx.doi.org/10.15517/aie.v20i2.41639.

This article aims to discuss some of the contributions of Qualitative Epistemology and the Constructive-Interpretative Method to research in Education, especially with regard to school learning processes. Both were elaborated by Fernando González Rey for his theoretical proposal for the study of subjectivity, in a cultural-historical perspective. Although qualitative research has advanced in terms of methodology in the humanities, the prevalence of a positivist imaginary in qualitative scientific research has persisted, without many changes. In this sense, among the contributions that will be debated, it is worth mentioning, above all, the urgency of conceiving epistemology as a tool of critical thinking in qualitative research, when seeking to cover the historical, cultural and subjective dimension of human phenomena. For this purpose, a case study is presented, carried out in a Brazilian public school, in which it was aimed to comprehend subjective processes produced by the participant in the course of his school difficulties, taking into account the use of the theoretical, epistemological and methodological assumptions mentioned above. Conversational dynamics, text production and phrase completion were used as instruments. The results point to the contributions of doing research from this perspective, which made it possible to encompass the analysis of complex social, individual, historical and cultural plots, from the way they emerged in the subjective productions of the student in the face of his difficulties, dimensions generally not covered without one excluding the other in the study of educational processes along the scientific path characterized as qualitative.

Palavras-chave : qualitative epistemology; school learning; subjectivity; primary education; constructive interpretative method.

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