DESCRIPTION OF THE THEORY METHOD BASED ON AN ACTIVITY OF THE CURRICULAR COMPONENT QUALITATIVE DATA ANALYSIS: AN ANALYSIS BASED ON SUPERVISED INTERNSHIP IN THE FIELD OF SCIENCE

Abstract

This article presents an experience report on the development of the Qualitative Data Analysis (QDA) curricular component of the Master's Degree Program in Science Education and Teacher Training (PPG-ECFP) at the State University of Southwest Bahia (UESB), Jequié-Ba Campus. It aims to describe and reflect on the development and contributions of the ADQ discipline, particularly the Grounded Theory approach, as one of the main dominant research trends in the current scenario of research in science and mathematics education, but which also extends to other fields of investigation. The study is of an analytical-descriptive nature and adopted the (auto)biographical method, which allowed the narration of experiences based on reflection. The data and information was produced through narratives, documentary analysis, the author's experiences and experiences, and through a literature review. The analysis and discussion were qualitative. The final activity proposed by the teacher responsible for the Qualitative Data Analysis curricular component, on Grounded Theory, was developed through fragments of an interview with 09 future science teachers. Through the seven thematic axes worked on, the activity made a major contribution to expanding our knowledge for the production of our dissertation and thesis or to deepening the theoretical and methodological issues pertinent to our research projects in the Master's program. The course provided a space for critical discussion of qualitative research analysis methods, especially Grounded Theory, rather than uncritical absorption of its contents, concepts and perspectives.