The qualitative approach and its research techniques

• The qualitative/quantitative debate in the social sciences: origins, phases and arguments
• Quantitative and qualitative approaches in historical perspective
• Origins and evolution of the qualitative tradition in anthropology and sociology.
• Foundations and characteristics of qualitative research. The theoretical traditions on which it is based
• The design of qualitative research
• The components of design. Different types and models of design. Flexibility, interactivity, and recursion.
• Qualitative sampling. Purposive sampling and its various levels of scope: cases, spaces, events, behaviors, actors, moments, etc.
• Heterogeneity, typicality, and negative cases. Other sampling criteria and procedures in qualitative research: opportunistic and snowball sampling. The saturation principle.
• Case studies in the context of qualitative approaches. Background and contributions of the Chicago School
• Consensus and dissent surrounding case studies: Methodological strategy or choice of object of study?
• The biographical perspective and qualitative approaches. Temporality and spatiality
• Models of temporality in biographical studies
• The heterogeneity of representations of the future. Analyses of bifurcation, rupture, and the turning point. Postlinearity and unpredictability.
• Data collection techniques in qualitative research: in-depth interviews and focus groups
• Participant observation: Distinctive characteristics of the technique and uses in the social sciences
• Use and analysis of documents
• Ethical considerations in social science research. The researcher's work and commitment. Confidentiality and anonymity: methods and strategies researchers use to guarantee them.

• BAKER, S and EDWARDS, R. (2012). How many qualitative interviews is enough? UK: National Center for Research Methods Review Papers.
• CASTRO, M. (2016). “Ethics in social sciences: reflections on research practices in an anthropological study of indigenous knowledge”, in Studies in Social Anthropology New Series - 1(2). 7 B
• COHEN, N. and GOMEZ ROJAS, G. (2019). Research Methodology: What For? Buenos Aires. Teseo / Clacso (Chapter 7: Production and analysis of qualitative data).
• FREIDIN, B. (2016). “Reviewing the use of focus groups in social research”, in Latin American Journal of Social Science Methodology, 6(1).
• GUBER, R. (2010). “Participant observation as a system for contextualizing ethnographic methods: Esther Hermitte’s field research in the Highlands of Chiapas, 1960-1961”. Latin American Journal of Social Science Methodology, 1(2
• GUBER, R. (2011), Ethnography. Method, field and reflexivity. Buenos Aires: Siglo Veintiuno. (Chapter 1: A brief history of ethnographic fieldwork).
• MARRADI, A., ARCHENTI, N. and PIOVANI, JI (2018) Manual of Methodology of the Social Sciences. Buenos Aires. Siglo XXI.
• MUÑIZ TERRA, L, (2020) “Intertwined reflexivities: methodological contributions from the biographical perspective”, in Revista Contenido, Cultura y Ciencias Sociales N° 10. Pp 113- 146.
• MUÑIZ TERRA, L. (2012). “Careers and work trajectories: a critical review of the main theoretical-methodological approaches for their study”, in Latin American Journal of Social Science Methodology. 2 (1).
• NEIMAN, G. and QUARANTA, G. (2006), “Case studies in sociological research”, in: VASILACHIS, I. (coord.), Qualitative research strategies. Barcelona: Gedisa.
• PIOVANI, J. I, E. RAUSKY and J. SANTOS (2012) “On participant observation in the Chicago School: an analysis of the foundational monographs.” Sociological Themes 14: 233-253
• PIOVANI, JI (2018). Reflexivity in the social research process: between design and practice, in PIOVANI, JI and MUÑIZ TERRA, L. (coord.) Condemned to reflexivity? Notes for rethinking the social research process. CLACSO/ BIBLOS. Buenos Aires.
• PIOVANI, JI (coord.) et al (2006). “Production and reproduction of meanings around the qualitative and the quantitative in sociology”, in COHEN, N. and PIOVANI, JI (comps., 2008), The methodology of research in debate. La Plata: Edulp - Eudeba.
• PUJADAS MUÑOZ, JUAN JOSÉ (1992), The biographical method: The use of life histories in social sciences. Methodological Notebooks No. 5. Madrid. CIS. (Chapter 4)
• SALAMANCA CASTRO, A and MARTIN CRESPO BLANCO, MC (2007) “Sampling in qualitative research”, in Nure Research Magazine. No. 27. Pp 1-4.
• SARMIENTO, R., WHELAN, G and SPRENGER, J. (2018): “Case studies and Popperian falsification: a research note on Flyvbjerg’s article entitled “Five misunderstandings about research by means of case studies” in Forum Qualitative Social Research Journal. Vol 19 (1). Art 13. Pp1-25.
• VALLES, M. (1997). Qualitative techniques of social research. Methodological reflection and professional practice. Síntesis, Madrid. (Chapter 1).
• VELAZQUEZ DELGADO, G. (2015). The role of Peircean abduction in the scientific research process. Valencian Journal of Philosophy and Letters Studies.
• YAZAN, B. (2015). Three Approaches to Case Study Methods in Education: Yin, Merriam, and Stake. The Qualitative Report, 20(2), 134-152

The basic requirements for taking a seminar are:

• Availability of at least 4 hours per week to dedicate to the seminar course.
• Internet access.
• Reasonable handling of communication and computer tools.
• Language proficiency in the language in which the course will be taught. The official languages ​​are Spanish and Portuguese.

The seminars last 10 weeks, plus the completion of a final project. 48 hours of work with the instructor and 90 hours of total dedication will be credited.

A course consists of 10 classes, each accompanied by required readings, supplementary readings, discussion forums, and learning activities proposed by the teaching team, as well as partial submissions and a final project. The course is delivered online and asynchronously. Some instructors may propose synchronous activities. In these cases, the time and date will be agreed upon in advance between the teaching team and the students to ensure everyone's participation. To pass the seminar, students must participate in at least 80% of the discussion forums and activities proposed by the instructors, complete all scheduled partial submissions, and pass the final project.

The possible payment methods are credit card, bank transfer and bank deposit.