Resumo

GREEN, Judith L.; DIXON, Carol N.  e  ZAHARLICK, Amy. Ethnography as a logic of inquiry. Educ. Rev. [online]. 2005, n.42, pp.13-79. ISSN 0102-4698.

As a response to the contentious discussion around the issue of what counts as ethnography when one is engaged in educational research, the authors present ethnography as a logic of inquiry, that is to say, a set of principles which locate ethnography on the basis of grounded theories of culture within Education. Throughout the chapter, they advocate that there now exists a wide range of research on the interface between ethnography and Education which allows for the constitution of ethnography as a recognized approach to educational problems and inquiries. Stemming from Toulmin's (1972) position on scientific knowledge, the authors claim that existence of a widely acknowledged group of researchers on ethnography-in-education surely contributes to the establishment of an intellectual ecology, or "a collective set of commonly held concepts, practices and actions of members of a group called 'scientists'", that grounds ethnography-in-education as a logic of inquiry. In order to give support to their arguments, the authors present three key principles considered central ethnographic issues applied to Education, namely, ethnography as the study of cultural practices, ethnography as entailing a contrastive perspective and ethnography as entailing a holistic perspective, in the authors propose a framework to help researchers conduct their ethnographic research on the basis of ethnography-in-education as a logical of inquiry. Finally, by means of clarifying the use terms etic and ethic while one is conducting her/his research, this translation version brings a brief explanation of the binary between an etic or emic perspective adopts by the researcher during her/his fieldwork.

Palavras-chave : Ethnography as a Logic of Inquiry; Intellectual Ecology; Ethnography-in-Education.

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