Imagem etnográfica da sala de aula: metaetnografia das pesquisas do Núcleo de Etnografia em Educação no período de 1984 a 2016

Abstract

This thesis has as object of study the ethnographic image. The research of the Nucleus for Ethnography in Education (1984-2016) is used as a database. The main objective of this thesis is to study the production, use and contribution of ethnographic images in the context of research developed by NetEDU in the period 1984-2016. The specific objectives are: 1) To conduct a systematic and critical review of NetEDU research; 2) To verify how ethnographic images impact the results of the research studied; and, 3) To know the main concepts and theories developed in NetEDU research from the ethnographic images produced in the researches. The main question of this thesis is "How does ethnographic image contribute to the composition of meanings and concepts about the classroom?. The secondary questions are: 1) What are the main concepts, meanings and theories used by NetEDU that associated with the production of ethnographic images reveal the classroom?"; 2) What types of academic production about the classroom that the Group of Researcher of NetEDU produced through ethnographic images?; and, 3) What are the limitations and difficulties in the production of ethnographic images in the research field?. In this study, the image is understood as a visual culture, that is, when entering ethnographic images into a text, they represent the meanings present in the context studied. The theoretical assumption of this thesis is composed of three main concepts: image, ethnography and ethnographic image. The chosen methodology is the meta-ethnography that developed from seven stages that resulted in the production of new interpretations, bringing together the findings of the participants' reports and the interpretations reported in the original studies. Meta-ethnography is understood in this thesis as a derivative of meta-analysis and ethnography. Since, together with ethnography and meta-analysis, it increases the visibility of the context of exclusion that students experience, generating new ethnographic writings, and reveals the strengths and difficulties encountered in ethnographic research, eliminating the fragility of the results in future research. The ethnographic image in this thesis is understood as a cultural representation of the context, it speaks alone, it translates into the world, it represents the whole of the culture that is inserted, and can be generalized in diverse, globalizing and even universal contexts. In the context of the classroom, the ethnographic image gives meaning and interpretation to the cultural aspects of the school, especially the classroom. NetEDU research reveals the school failure experienced in the classroom and shows how much the ethnographic image is more than an instrument of record, but also an instrument of analysis and interpretation. They also reveal the potential of a research group that has developed a long-term ethnographic work with its successes and mishaps paving the way for other ethnographic groups to advance in new productions, expand their limits and, thus, break with the challenges imposed by the work of ethnographic research in education.