A Abordagem Integradora da Metodologia Mista na Investigação Educacional
DOI:
https://doi.org/10.30827/relieve.v27i1.21053Palavras-chave:
metodologia mista, integração, projeto de investigação, investigação educacional, ciências da educaçãoResumo
A investigação educacional estuda fenómenos sociais complexos e dinâmicos que devem ser analisados de uma forma holística. A abordagem integradora da metodologia mista (MM) permite a fusão das perspetivas QUAL e QUAN durante o processo de investigação. A flexibilidade, a natureza do fenómeno ou a densidade analítica são aspetos essenciais para a sua integração. Neste estudo, pretende-se analisar a integração de MM, a fim de aumentar a qualidade e validade das investigações educativas. Foi realizada uma revisão sistemática da literatura dos últimos dez anos, seguindo o protocolo PRISMA, tendo-se analisando um total de 22 documentos. Os resultados mostram que a eficácia da MM reside no grau de integração da igualdade metodológica. Para tal, é necessário contemplar a integração em perspetivas teóricas, a justificação, o design, os objetivos, os métodos, a análise de dados, a transferência e a organização da equipa de investigação. No entanto, existem desafios para a sua integração eficaz. O debate sobre a rigidez do QUAL e do QUAN, a integração efetiva da MM, a qualidade da investigação ou os critérios de avaliação das correntes separatistas podem ofuscar a natureza desta integração. O auge da MM contribuiu para a compreensão do dinamismo dos fenómenos educativos. A integração efetiva é o maior potencial da MM, mas representa simultaneamente um desafio para as equipas de investigação. São necessárias bases consolidadas que permitam à comunidade científica desenvolver práticas orientadas por princípios de qualidade, validade e eficácia na investigação.
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