Teaching team: Cintia Weckesser and Carolina María Martini.
Workload: 12 weeks – 90 hours.
Payment methods If you have a link with a CLACSO Associated Center:
Paying in one payment: USD 95 (includes issuance and shipping costs of the digital certificate).
If you have a link with a Network or Institution Associated with CLACSO:
Paying in one payment: USD 140 (includes issuance and shipping costs of the digital certificate).
If you do NOT have a link with a CLACSO Associated Center:
Paying in one payment BEFORE 10/06/2019: USD 150 (includes issuance and shipping costs of the digital certificate).
Paying in one payment: USD 190 (includes issuance and shipping costs of the digital certificate).
Course presentation:
The seminar introduces students to the discussion on the production of scientific knowledge, its distinction from other types of knowledge, the tensions between explanation and understanding, and the methodological decisions required in the qualitative research process. It also addresses issues related to academic writing, particularly from the development of a research project to the writing of the final report.
In general terms, the aim is to stimulate the analytical and operational capacity necessary for students to problematize the research process, formulate questions, set objectives, select methods, and construct research instruments.
Furthermore, the seminar proposes a reflection on the production of academic texts. This requires, first, recognizing the various formal aspects involved in writing an academic text. To this end, different formats of academic texts will be presented, such as projects, papers, articles, and theses, emphasizing the distinction between their parts and content. This, in turn, will allow participants to examine the purposes and intended audiences of each particular type of writing. Second, the seminar aims to promote critical analysis of the writing process in order to identify difficulties and recognize strategies geared toward effective text production.
Contents:
Scientific knowledge. Production and circulation.
Research background.
Academic genres of popularization.
Characteristics of Qualitative Research.
Components of flexible research design.
The main qualitative traditions or methods in social sciences.
The main strategies or techniques for producing/collecting qualitative data.
Argumentation in scientific discourse.
Working documents: notes, drafts and annotated index.
Instruments for evaluating projects and scientific articles.
Samaja, J. (2007) Science as a research process and dimension of culture, In Anclajes, No. XX, National University of La Plata.
Ayala-Perdomo, JC (2015). Digital scientific repositories: social knowledge in the era of open access. Convergencia, 22(67), 237-246.
Granados, L. Palacio, O. and Villafañez, L. (2016) Guide to building state of the art.
Murillo, J. et al. (2017) “Suggestions for writing a good scientific article in education”. REICE. Ibero-American Journal on Quality, Effectiveness and Change in Education, 2017, 15(3), 5-34.
Vasilachis de Giardino, I. (coord.) (2006). Qualitative research strategies. Gedisa Ed. Education Library. Barcelona. Chapter 1. Qualitative research.
Vasilachis de Giardino, I. (2009). The ontological and epistemological foundations of qualitative research [92 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 10(2), Art. 30.
Mendizábal, N., (2006) The components of flexible design in qualitative research. (Chapter 2) In: Vasilachis, I. (coord.) Qualitative research strategies. Barcelona: Gedisa
Ameigeiras, R. (2006) Chapter 3. The ethnographic approach in social research. In: Vasilachis, I. (coord.) Qualitative research strategies. Barcelona: Gedisa.
Mallimaci, F. and Béliveau (2006) Chapter 5. Life history and biographical methods. In: Vasilachis, I. (2006) (coord.) Qualitative research strategies. Barcelona: Gedisa.
Neiman, G. and Quaranta (2006) Chapter 6. Case studies in sociological research. In: Vasilachis, I. (coord.) Qualitative research strategies. Barcelona: Gedisa.
Alonso, LE (1998), The qualitative perspective in Sociology. An interpretive approach. Editorial Fundamentos. Madrid. Chapter 3. The focus group in its practice: social memory, intertextuality and communicative action
Guber, R., (2001) Ethnography. Method, field and reflexivity. Norma Publishing Group. Bs. As. Chapter 3. Participant observation. Chapter 4. The ethnographic interview or the art of “non-directivity”.
Martínez Salgado, C. (2011) Sampling in qualitative research. Basic principles and some controversies. Electronic article. Scielo. pp. 613-619.
Clerici, C. (2013) Reading and writing academic and scientific texts. Manual 2013. National University of Entre Ríos.
Camps, A. (1990) “Models of the writing process: some implications for teaching”. In Childhood and learning. No. 49, pp. 3-19.
Santana Álvares, J. (n.d.) “Standards for preparing and evaluating scientific articles”. University of Medical Sciences of Camagüey. Camagüey, Cuba.
Romero Rodríguez, L. (2018) “Quality criteria for publications”.
A course consists of twelve 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.
