Studying the subjectivity of university students. Methodological considerations for a Qualititative Epistemology approach

3.3 Interventionist methodologies: bridging theory and practice
Paper in a Symposium (Symp)
3:50 PM, Wednesday 30 Aug 2017 (30 minutes)
The University, as a formative experience for people, has been the focus of multiple empirical-analytical studies which have centered on behavioural and cognitivist aspects in a direct and deterministic relationship between the environment and individual. It is in this hegemonic panorama in the psycho-educational field that this study proposes methodological alternatives for the study of the formative, university years, inspired in González Rey’s Qualitative Epistemology. For this reason, and considering the results of several studies carried out in higher education contexts, three key aspects support this type of methodology: First, understanding that methodology is an unfolding of the theory, it is necessary to develop innovative ontological concepts which confront and overcome the deterministic and static vision of individuals, their development and learning in the university context. Second, Students who participate in educational research are more than receivers or reproducers of instrumentalist applications; they are protagonists of the research in process. This view argues that the production of knowledge in fieldwork is mobilised by a researcher-participant relationship, which is subjectively configured and promotes forms of subjectivation in both actors who are involved in a reflective and sensitive way. Thirdly, the configurational logic of the researcher’s thinking presupposes that the production of knowledge in the research is a hypothetical, dynamic, provisional journey and in permanent reconstruction. In this sense, we propose a concept of the theoretical model, as a possible field of significance of the reality studied, in which subjectivity and objectivity are brought together in an alternative concept of science. These three aspects go hand in hand with the proposed constructive-interpretive methodology which demands creativity, resourcefulness, and anthropological sensitivity from the researchers who contribute the cultural-historic perspective.
Federal University of Tocantins

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