Discursive textual analysis

a methodological example in qualitative research

Authors

DOI:

https://doi.org/10.51359/2448-0215.2025.268865

Keywords:

Discursive textual analysis, research methodology, categorization

Abstract

The present study aims to highlight the application of Discursive Textual Analysis (DTA) as a qualitative research methodology, seeking to present in detail the steps of its practical implementation. For this purpose, we adopted Galiazzi and Moraes (2006) as a theoretical reference, who describe five fundamental stages: corpus production, unitarization, organization by approximation of meanings, categorization, and metatext. Despite its complexity, DTA constitutes a consistent method for interpreting meanings, as it enables the researcher to organize and reduce information, identify units of meaning, and, from them, build categories that reveal broader understandings of the phenomenon under study. Furthermore, it is a flexible process that can be guided either by theory or by empirical data, favoring the emergence of new interpretations. In this sense, this research seeks to provide an example of the application of ATD by providing an excerpt from an analysis carried out in the master's research.

Author Biographies

Elaine Gonçalves da Silva, Universidade Federal do Triângulo Mineiro – UFTM

Graduada em Licenciatura em Química pela UFTM, Mestranda no Programa de Pós-Graduação em Educação em Ciências e Matemática (PPGECM).

Janaína Farias dE Ornellas, Universidade Federal do Triângulo Mineiro – UFTM

Doutora em Ensino de Ciências pelo Programa de Pós-Graduação Interunidades em Ensino de Ciências da Universidade de São Paulo (PIEC/USP-SP). Professora do Curso de Licenciatura em Química na Universidade Federal do Triangulo Mineiro (UFTM- Campus Uberaba/MG).

References

DE MEDEIROS, Emerson Augusto; AMORIM, Giovana Carla Cardoso. Análise textual discursiva: dispositivo analítico de dados qualitativos para a pesquisa em educação. Laplage em revista, v. 3, n. 3, p. 247-260, 2017.

FAZENDA, Ivani. A aquisição de uma formação interdisciplinar de professores. In: FAZENDA, Ivani. (Org.). Didática e Interdisciplinaridade. Campinas, SP: Papirus, 1998. — (Coleção Práxis), p. 11-.20

MORAES, Roque; GALIAZZI, Maria do Carmo. Análise textual discursiva: processo reconstrutivo de múltiplas faces. Ciência & Educação (Bauru), v. 12, p. 117-128, 2006.

YOUNG, Michael. Para que servem as escolas? Educação & Sociedade, v. 28, n. 101, p. 1287-1302, 2007.

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Published

2025-12-12

Issue

Vol. 31 No. 1 (2025)

Section

Article (s)

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Copyright (c) 2025 Elaine Gonçalves da Silva, Janaína Farias dE Ornellas

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