Teoria fundamentada e a pesquisa em educação: tendências e padrões para o desenvolvimento teórico no âmago da cultura da convergência

• Ano de defesa: 2023
• Autor(a) principal: Lima, Alberto José Ferreira de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Educação - Pós-graduação; Biblioteca digital - Teses e dissertações; Cultura da convergência; Ensino e aprendizagem; Teoria fundamentada; Construção de teoria; Education - Postgraduate; Digital library - Theses and dissertations; Convergence culture; Teaching and learning; Grounded theory; Theory building; Construcción de teoría; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/29922

This study aimed to analyze the state of theoretical construction present in doctoral theses conducted with grounded theory that were developed within the scope of the graduate programs in Education in Brazil, defended in the period from 2018 to 2022 and published in the Brazilian Digital Library of Theses and Dissertations (BDTD). The interpretive-constructivist research paradigm chosen for this study incorporated my ontological, epistemological, and methodological perspective and provided the overall research orientation. When choosing the constructivist grounded theory to conduct this study, it is necessary to clarify that we do not use it to generate a new theory. In it, constructivist grounded theory was adopted and adapted, so that we use only some of its key features, in particular, the initial steps of the analytical process. The empirical field of investigation was the BDTD. Data were selected by consulting the BDTD with the term “grounded theory”. Data analysis was performed using some methods of constructivist grounded theory. The findings indicate that many doctoral theses have not contributed to theory development, use grounded theory in an indistinct and ambiguous way, clearly indicate which variant of grounded theory is used, and do not provide sufficient methodological detail for rigorous evaluation. In this sense, the understanding is that the uses of theoretical and methodological construction of grounded theory in educational research in Brazil are incipient. Some specific considerations are suggested to increase the level of theorizing in studies of grounded theory in education.