Qualitative research in educationrevisiting its theories, practices and developments in a scientific-political era

  1. Ponce, Omar A. 1
  2. Gómez-Galán, José 2
  3. Pagán-Maldonado , Nellie 1
  1. 1 Ana G. Méndez University, Cupey Campus
  2. 2 Universidad de Extremadura / Ana G. Méndez University, Cupey Campus
Revista:
IJERI: International journal of Educational Research and Innovation

ISSN: 2386-4303

Año de publicación: 2022

Número: 18

Páginas: 278-295

Tipo: Artículo

DOI: 10.46661/IJERI.5917 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: IJERI: International journal of Educational Research and Innovation

Resumen

Desde su aparición en la educación a mediados del siglo XX, la investigación cualitativa ha sido una metodología plenamente asentada entre los investigadores de la educación. Su principal valor reside en su naturaleza, alcance y flexibilidad metodológica, que permite comprender los fenómenos culturales, sociales, políticos y éticos de la educación. Entre los años setenta y ochenta del siglo XX fue muy debatido en los foros académicos la idoneidad y superioridad de la investigación cuantitativa frente a la cualitativa en el mundo educativo. La polémica sobre los paradigmas fue tan intenso que llegó incluso a los debates políticos. En 2002, el National Research Council (NRC) de los Estados Unidos recomendó al Federal Department of Education la exclusión de la investigación cualitativa de cualquier asignación de fondos federales al no considerarla dentro del concpeto de investigación científica. Una situación similar ocurrió en Reino Unido y Australia. Desde entonces, la investigación cualitativa ha continuado desarrollándose como modelo de investigación educativa, pero únicamente con el apoyo de fondos privados. Este artículo revisa la situación actual de la investigación educativa cualitativa y examina su evolución con el fin de reposicionarla como un modelo legítimo de investigación académica en una era político-científica.

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