Abstract

CALDEIRA, Maria Carolina da Silva  and  PARAISO, Marlucy Alves. Ethnography educational and analysis of speech: a methodological bricolage to research curriculum. e-Curriculum [online]. 2016, vol.14, n.4, pp.1499-1526. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2016v14i4p1499.

Educational ethnography when used together with the analysis of discourse in post-critical research and curriculum poststructuralist has been placed under erasure. That's because we need to make careful choices, risky arrangements and precise cutouts to avoid theoretical and methodological indefensible joints. Considering that both ethnography as discourse analysis, have useful and productive procedures for the “data production" and the analysis in curriculum research that does not wish to discard, this article aims to show the potential and the risks of bricolage made with speech analysis of Foucault's inspiration and postmodern ethnography to investigate a resume. Here we will discuss these potential risks and showing what has been done in a study that examined the curriculum of a class of first year of elementary school. The argument developed is that there are procedures, attitudes and practices that allow an approximation of these methods, though, for this, have to perform selections and clippings and always be alert to possible inconsistencies between them. Therefore, this article first summarises similarities and differences between ethnography and discourse analysis. It then shows the use made in the survey of thick description, proposed by ethnography, and detailed description held by discourse analysis. Finally, we discuss the importance of "perspectivism" and "strangeness of the self" to carry out the methodological bricolage made in research that gives basis for this article.

Keywords : Research in Curriculum; Post-Critical Methodologies; Ethnography; Discourse Analysis.

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