(1836)QUANTITATIVE VERSUS QUALITATIVE: PARADIGMATIC AND EPISTEMOLOGICAL PERCEPTIONS THAT GUIDE THE DECISIONS OF THE BEGINNING RESEARCHER

摘要

The purpose of this article is to create a space for reflection regarding the theoretical-methodological approaches of investigation, giving emphasis to the possibilities of connection between the qualitative/ quantitative approaches in research in the area of education. Choosing a methodological approach to be used in his research is one of the fascinating challenges of the researcher, among various others. Defining the method, therefore, is composed of an inspirational exercise of searching, whose origin dates from the beginning of the time of research and arises from a dense cycle of discussions and controversies concerning that which is capable of representing the multiple faces of a reality, so as to satisfy the yearning for truth intrinsic to the human being. In this discussion, distinct conceptions were built up, at times defining a trend, or otherwise integrating trends which in principle are in opposition so as to expand the field of vision of the reader and to help him to perceive paths. Despite the complexity of the theme, the beneficial semantic and epistemological war that was established inspired the publication of an expressive number of articles that demonstrate the effort of researchers in revealing important aspects in the paradigmatic and epistemological dimension existing in the ‘quantitative versus qualitative’ debate. Corroborating this effort, the article in view intends to compose the collection of contributions for reflection concerning methodological questions, situating the discussion within the needs and distress arising from beginning researchers concerning the option for the method suitable for their research. A priori, the importance of each method is discussed, clarifying their particularities for the consolidation of the sciences, and then the authors invite a reflection regarding the relationship between both as a posture underlying the scientific practice. Considering the epistemological nature of this debate, anchored in objectivist and idealist traditions of discourse regarding knowledge and its possibilities, the complementary or self-excluding nature of the two directions of the debate is furthermore explored, consubstantiating the entire argumentation with the different points of reference that deal with the methodologies of investigation. The results show that there are different directions regarding the forms of conceiving research; nevertheless, the core of the question is not precisely centered in the method, but in the valid articulation between the diverse elements of research, which is not well accomplished in many academic practices. In addition, a considerable trend was seen in the literature researched in relating the quantitative approach to the principles of positivism and the qualitative approach to the interpretivist, phenomenological and constructionist paradigm, which may generate a certain skepticism on the part of the researcher in relation to one of them. In the face of the epistemological context that arises from the present article, and considering the complexity that involves the decision-making process in this case, it may be concluded that it belongs to the beginning researcher to identify the theoretical conceptions underlying his own beliefs and paradigms, allowing him to move among the methods in the perspective of meeting the different demands of research problems utilizing both approaches when necessary. Thus, in the face of the diversity of conceptions, the best decision for the beginning researcher is indicated as joining four principles: balance, knowledge of the multiple facets of reality, ability in articulation and discernment before the plurality of options.