The paradigms according to Egon G. Guba and Yvonna S. Lincoln’s theory (1994): the multi-referentiality in the doctorate program ate the college of education at UNISINOS university (from 2013 to 2018)
DOI:
https://doi.org/10.33448/rsd-v11i1.25219Keywords:
Paradigms; Multi-Referentiality; Education; Teaching.Abstract
The research paradigms are understood by authors such as Kuhn (1970), Creswell (2010) and Guba and Lincoln (1994), as a set of beliefs that guide researchers' actions based on the ontological, axiological, epistemological and methodological issues that demonstrate their conceptions of the world, which is why it is relevant to find out which one of these currently appear in studies on the human and social sciences. The objective of the present research, therefore, was to analyze, based on the conception of Guba and Lincoln (1994), the presence of research paradigms in the doctoral theses of the UNISINOS University's Stricto Sensu Program, from 2013 to 2018. For this, an exploratory and descriptive research of mixed nature was carried out, since both the quantitative and qualitative methods were used. Firstly, the quantitative was used when mapping the amount of theses defended by the students of the Stricto Sensu Program in Education. Secondly, the qualitative method employed can be clearly identified when the theses were analyzed. As a main result, it is noteworthy that the trend in educational research is the adoption of multi-referentiality and pragmatism, as to the possibility of merging different research paradigms. The researchers, in general, did not demonstrate, at least expressly, the concern presented by Guba and Lincoln (1994) to analyze the axiological compatibility between different paradigms for commensurability purposes. Moreover, there was a predominance of paradigms classified by Guba and Lincoln (1994) as alternative, indicating that research in human and social sciences has finally freed itself from positivism as an essential element for the rigor and scientificity of scientific research.
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