Textual Discourse Analysis in teachers' narratives: a theoretical-practical approach

Abstract

This article aims to present the process of data analysis based on the methodology of Textual Discourse Analysis (TDA), developed in a research on the contributions of Project Based Learning (PBA) for the teaching of science and mathematics in the early years of elementary school. Following a qualitative approach, the work was structured based on the analysis of teaching narratives produced by pedagogues from a public school, collected through narrative interviews. The methodology of Textual Discourse Analysis was used to analyze this phenomenon. The procedures (unitarization, categorization, metatext) that were developed demonstrated the importance of the researcher's impregnation with the data to understand that which is showing itself to consciousness. ATD made it possible to capture the essence of the investigated phenomenon, as well as demonstrating the importance of the researcher's involvement in data collection and treatment. In addition, it is a data analysis methodology that contributes to studies in the area of science and mathematics education.