Multirreferencialidade enquanto instrumento de pesquisa na educação

Abstract

This article provides a contextualization of multi-referentiality as a research strategy within the field of education, as it is based on the plurality of readings about the researched object. The experience reported comes from a master's research whose objective was to investigate the reverberations of teacher training in transmediation methodology in pedagogical practices in the classroom. From a qualitative perspective, the multi-referential study used data production instruments such as bibliographic and documentary review, non-participant observation, logbook, systematic literature review, semi-structured interview, data systematization through the Iramuteq software and portfolio content analysis. From this plural look and the connections of meaning, it was possible to elaborate thematic categories that allowed us to look at the data produced with a greater amplitude and extract from them the elements for the conversation between teaching practice and the studied theoretical bases. At the end of the itinerary, we found that the multi-referential approach allowed us to achieve the research objectives from the perspective of studying educational phenomena in a heterogeneous way. With the methodological choices, we came to the conclusion that the pedagogical training in transmediation methodology enabled, from the experiments in the classroom, student engagement, working with language in different media, shared learning, making the student the protagonist of their process formative, identify the need for technological appropriation by teachers and highlighted the need to improve infrastructure in schools in relation to digital technologies.