Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This paper introduces epistemological and philosophical issues, besides a theoretical-practical example, of the search that aims at understanding Ethnoresearch in Science Teacher Education by using the Discursive Textual Analysis (DTA). It covers aspects involved in the development of qualitative research in a hermeneutical-phenomenological approach in which researchers’ understanding happens through the use of language and with it, when description and interpretation are carried out. Describing and interpreting are associated with researchers' experiences when they transform information under analysis into the study and into ways of expanding, improving and communicating ideas by the DTA. Analytical processes of unitarization and categorization, besides the hermeneutical dive, are shown as movements to set aside early research questions and to carry out self-organization of recursive writing of metatexts. From individual and collective information, structuring and validation of arguments emerge in the communication of what was understood in the education process under investigation. Keywords: Discursive Textual Analysis; Ethnoresearch Formation; Qualitative Research; Hermeneutic Phenomenology; Metatext.

This paper aims at understanding what “text” means in the qualitative methodology called Discursive Textual Analysis (DTA). It is an exercise with phenomenological and hermeneutical characteristics, i. e., it describes and interprets the textual character of the DTA. The text entitled “A light storm: understanding enabled by the Discursive Textual Analysis”, a milestone in the development of the DTA, was chosen to be the corpus of analysis. The DTA is used to analyze it and identify traces of a text that employs this methodology. Approximations with Hans-Georg Gadamer’s ideas and his contributions to text and interpretation are also introduced. A text is understood as a hermeneutic concept of researchers’ descriptive and interpretive experiences as translators. The paper also shows the task enabled by the DTA as an opportunity the researcher has to learn about a phenomenon while they ontologically change themselves as the result of world texts.  Keywords: Discursive Textual Analysis; Text, Hermeneutics.

The article aims to present the path of Textual Discursive Analysis in a doctoral research that was carried out in the context of the formation of mathematics teachers, as well as to explain some learning made possible by this methodology to the researcher. For that, some principles are exposed that guided the accomplishment of the qualitative research and described, gradually, how was the development process of the Discursive Textual Analysis in this research. In addition, an excerpt from one of the metatexts produced in the thesis is shown, aiming to show the exercise of the intense dialogue established with the empirical and theoretical interlocutors, as well as the expression of the arguments that are necessary to communicate the emerging understandings in a qualitative research. Therefore, the way in which this methodology makes it possible to conduct research makes the researcher feel challenged to read and write more and more, and especially to learn. Keywords: Qualitative Research; Discursive Textual Analysis; Teacher Training. 

This paper aims to identify characteristics and theoretical influences of Philosophical Hermeneutics in the research methodology of the Discursive Textual Analysis (DTA). The hypothesis is that the DTA may include principles of Philosophical Hermeneutics in its methodology. In order to achieve the objective, some concepts of Philosophical Hermeneutics found in Hans-Georg Gadamer’s work, i.e. language (logos), world of sense, experience and dialogue, are reviewed. Based on these concepts, the paper entitled “Reconstructive avalanches: dialectic and hermeneutic movements of transformation intertwined with the Discursive Textual Analysis”, by Moraes and Galiazzi, is studied. It states that “the DTA movement is the one towards Hermeneutics, which values preconceptions as ways to achieve more complex understanding”. The most complex understanding moves away from the reductionist, simplified and objectified proposal of modern science and aims at a methodology that is always in movement. That is where the influence and the proximity with Philosophical Hermeneutics is found. Keywords: Discursive Textual Analysis; Dialogue; Philosophical Hermeneutics; Language; Method.

Some studies have discussed contributions that the Discursive Textual Analysis (DTA) has given to the development of research based on the Freirean perspective. However, theoretical and methodological aspects of the DTA, which are close to Freire's approach, must be highlighted, considering previous articulations with Thematic Research. Thus, this study aims to investigate approximations and complementarities of the DTA in Thematic Investigation – the process that leads to Generating Themes –, taking as a starting point the Freirean assumptions of education and the analysis of the Inter Project, developed during the São Paulo Curriculum Reorientation Movement. Different reinterpretations of Thematic Research and their relations with the DTA enabled to characterize its methodological, hermeneutic and dialectical potential, which is expressed as the openness of the DTA towards praxis, a fact that justifies its use in studies based on Freire. It also configures it as a praxeological compass, which can guide/operationalize the search for transformation of reality. Keywords: Paulo Freire; Thematic Research; Analysis Methodology.

This paper introduces the Discursive Textual Analysis (DTA) in the analysis of testimonies given by undergraduates and Chemistry teachers who participated in the Institutional Program for Teaching Initiation Scholarships (PIBID) in six Chemistry subprojects in Higher Education Institutions in Rio Grande do Sul state, Brazil, in 2015 and 2016. It aims to answer the following question: how can the DTA contribute to understand its impact on Chemistry teachers’ education and teaching practice, within the scope of the PIBID as a community of practice? Forty-one undergraduates and thirteen Chemistry teachers who had graduated in the program took part in the study. Information was collected in semi-structured interviews and questionnaires. The analysis of participants' testimonies justifies the thesis that actions carried out in the PIBID occur as communities of practice, since their structure is similar to some theoretical assumptions that are accepted in this type of education program. The DTA proved to be an adequate and potent methodology to treat information in this qualitative investigation.  Keywords: Discursive Textual Analysis; PIBID; Community of Practice; Teacher Education

This paper covers the use of the discursive textual analysis (DTA) methodology from a case study, using Atlas.ti as a data treatment tool. With the aim of understanding the relationships of the DTA using a technological program, explaining the fundamentals and methodological structure, then explaining its use in qualitative interpretation, the way of working through hermeneutical relations to treat the data, to conclude with the construction of metatexts and the contribution that the process contributed to the researcher. The work experience allowed, in the context of interpretation of texts and speeches, to recognize the advantages of knowing the methodology with a qualitative nature to carryout theoretical constructions and to learn to reconstruct and construct texts and intertexts to deepen the inquiries that go beyond the corpus of analysis. Keywords: Discursive Textual Analysis; Atlas.ti; Interpretation; Methodology; Qualitative Research.

Ellucidation of epistemological characteristics associated with the Discursive Textual Analysis has been an object of study. This paper defends that the Discursive Textual Analysis moves away from the relativist thesis. Therefore, as an analytical procedure, it needs to align with theoretical assumptions that also oppose to relativism. Theoretical contributions given by the renowned Brazilian educator Paulo Freire have shown characteristics that distance them from relativism. Thus, this study aims to: i) to analyze, as a metaphor, the communication in the Discursive Textual Analysis based on the author’s belief in his study "Extension or Communication?"; and ii) to characterize the pedagogical potential of the exercise of the Discursive Textual Analysis in studies developed in a partnership with pre-service teacher education programs articulated with Freire's theoretical assumptions. It underlies the understanding that theoretical assumptions explicitly or implicitly assumed by research are not necessarily restricted as an auxiliary in the processes of unitization, categorization and construction of metatexts, since they can influence, for example, the development of the analysis. Keywords: Data analysis; Teacher training; Paulo Freire.

This text investigates experiences of beginner researchers in their appropriation of the Discursive Textual Analysis and its application to their studies. The central argument of the text is that involvement with the DTA implies transformations in researchers, since it challenges them in terms of research assumptions that can reformulate their epistemological, ontological and methodological pre-understanding. In this process, researchers become authors. Thus, the DTA is shown as a radically qualitative approach in connection with Hermeneutics, in which language exhibits production and expression of the resulting understanding. Keywords: Hermeneutics; Deconstruction; Authorship.

The Discursive Textual Analysis (DTA) has been widely used in several studies in the last years in Brazil. This fact has generated a myriad of senses of its understanding. In this perspective, and in order to promote greater understanding of the foundations and procedures of this methodology, the present study tried to approach, in a theoretical and introductory way, words that constitute a characteristic languaging of the DTA. Thus, in an upward movement - from words to concepts -, words that have been indicated, by postgraduates who have taken a course on DTA, as terms of difficult understanding or of wide relevance in studies on this methodology are discussed.  These terms have been grouped into three axis: philosophical approaches in studies of the DTA; meaning in the DTA; analytical path in the DTA. Keywords: Qualitative research; Discursive Textual Analysis; Methodology; Languaging.