The discursive textual analysis as a constituent of a communication process

Abstract

Ellucidation of epistemological characteristics associated with the Discursive Textual Analysis has been an object of study. This paper defends that the Discursive Textual Analysis moves away from the relativist thesis. Therefore, as an analytical procedure, it needs to align with theoretical assumptions that also oppose to relativism. Theoretical contributions given by the renowned Brazilian educator Paulo Freire have shown characteristics that distance them from relativism. Thus, this study aims to: i) to analyze, as a metaphor, the communication in the Discursive Textual Analysis based on the author’s belief in his study "Extension or Communication?"; and ii) to characterize the pedagogical potential of the exercise of the Discursive Textual Analysis in studies developed in a partnership with pre-service teacher education programs articulated with Freire's theoretical assumptions. It underlies the understanding that theoretical assumptions explicitly or implicitly assumed by research are not necessarily restricted as an auxiliary in the processes of unitization, categorization and construction of metatexts, since they can influence, for example, the development of the analysis.

Keywords: Data analysis; Teacher training; Paulo Freire.