<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAAEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432013000200007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Por que etnografia no sentido estrito e não estudos do tipo etnográfico em educação?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Amurabi]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A07">
<institution><![CDATA[,UFAL  ]]></institution>
<addr-line><![CDATA[Maceio ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<volume>22</volume>
<numero>40</numero>
<fpage>69</fpage>
<lpage>81</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432013000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432013000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432013000200007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A ampliação das metodologias qualitativas na pesquisa educacional tem aberto inúmeras novas possibilidades de investigação. Uma que tem alcançado grande visibilidade entre os pesquisadores é a etnográfica, oriunda da antropologia. Contudo, há claramente, em boa parte das pesquisas realizadas no campo da educação, uma utilização da etnografia de forma instrumental, reduzindo-a a uma técnica de coleta de dados, o que se origina numa perspectiva deturpada e empobrecedora sobre ela. Essa forma de apropriação é sintetizada muitas vezes na afirmação de que não se realizam pesquisas etnográficas na educação, mas sim pesquisas “do tipo”, “de inspiração” “de cunho”, “de caráter” etnográfico. Buscamos neste artigo afirmar a pesquisa etnográfica no campo educacional, esclarecendo alguns de seus pressupostos epistemológicos, e refutando alguns argumentos utilizados para a sua negação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The expansion of qualitative methodologies in educational research has opened up many new possibilities for research. One possibility that has reached high visibility among researchers is the ethnographic one that came from anthropology. However, there is clearly in great part of the researches in the field of education a substantial use of ethnography in a merely instrumental manner, reducing it to a technique for the collection of data based on a misreported and minimized perspective. This form of ownership is often summarized in the statement that we do not perform ethnographic researches in education, but rather researches of ethnographic “type”, “inspiration”, “characteristic”, “approach”. We seek in this article to affirm that ethnographic research must be recognized in the educational field, clarifying some of its epistemological assumptions, and refuting some arguments used for its denial.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Etnografia Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Antropologia a Educação]]></kwd>
<kwd lng="en"><![CDATA[Educational Ethnography]]></kwd>
<kwd lng="en"><![CDATA[Educational Research]]></kwd>
<kwd lng="en"><![CDATA[Anthropology of Education]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Por que  etnografia no sentido estrito e n&atilde;o estudos do tipo etnogr&aacute;fico em educa&ccedil;&atilde;o?</h2> <h3>Why ethnography in the strict sense and not  ethnographic studies in education?</h3>     <p>&nbsp;</p> <h4>Amurabi  Oliveira    <br> </h4> </font>      ]]></body><back>
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</back>
</article>
