Reflexividade na pesquisa social qualitativa: encurtando a brecha entre teoria e prática com a sociologia reflexiva de Alvin Gouldner

Reflexivity has become a buzz-word in the social sciences. In this article I provide a critical discussion of the concept of reflexivity and its use in qualitative social research in educational contexts. I argue that one of the dilemmas of a lot of literature on reflexivity in the social sciences is the frequent absence of a discussion of how academics’ aspirations to be reflexive in their research can be made accountable in academic practice. Based on the work of Alvin Gouldner I point to a different way of framing reflexivity in educational qualitative research that bridges the gap between theorising and practising reflexivity in the university and raises important questions about the implications of reflexivity or, of its lack. I thereby draw on extensive research on academic work and identity which I carried out in the UK and Chile based on qualitative interviews with academics. To conclude with, I suggest that discussions upon how to practise one’s aspirations to be a reflexive academic should depart from a collective analysis of the current structures of marketisation in higher education and how they may constrain reflexive academic practice in the university.Reflexivity has become a buzz-word in the social sciences. In this article I provide a critical discussion of the concept of reflexivity and its use in qualitative social research in educational contexts. I argue that one of the dilemmas of a lot of literature on reflexivity in the social sciences is the frequent absence of a discussion of how academics’ aspirations to be reflexive in their research can be made accountable in academic practice. Based on the work of Alvin Gouldner I point to a different way of framing reflexivity in educational qualitative research that bridges the gap between theorising and practising reflexivity in the university and raises important questions about the implications of reflexivity or, of its lack. I thereby draw on extensive research on academic work and identity which I carried out in the UK and Chile based on qualitative interviews with academics. To conclude with, I suggest that discussions upon how to practise one’s aspirations to be a reflexive academic should depart from a collective analysis of the current structures of marketisation in higher education and how they may constrain reflexive academic practice in the university.La réflexivité est en vogue dans les sciences sociales. Dans cet article on expose un débat critique du concept de réflexivité et son usage dans la recherche sociale qualitative dans les domaines éducatifs. On argumente qu’un des dilemmes d’une grande quantité de littérature par rapport à la réflexivité dans les sciences sociales se trouve dans la fréquente absence de débat qui nous permet de comprendre dans quelle mesure les aspirations réflexives des académiques dans leurs recherches ont un impact dans la pratique académique. Ayant de base l’exposé par Alvin Gouldner, l’article montre une manière différente de cadrer la réflexivité dans la recherche qualitative pour qu’elle puise servir de pont entre la théorie et la réflexivité à l’Université, de la même manière on expose les questions importantes sur les implications de la réflexivité ou de son absence. Sur la base d’entretiens qualitatives avec des académiques, qui ont été réalisées au Royaume-Uni, et au Chili, on signale un ample recherche par rapport au travail académique et l’identité. Enfin on conseille que les longues discutions sur la mise en pratique des aspirations pour devenir un/une académique réflexive doivent partir de l’analyse collective des structures actuelles du marché de l’éducation supérieure et la façon dont ces structures peuvent limiter la pratique académique réflexive à l’Université.A ‘reflexividade’ está de moda nas ciências sociais. Neste artigo ofereço uma discussão crítica do conceito de reflexividade e seu uso na pesquisa social qualitativa em contextos educativos. Argumento que um dos dilemas de uma grande quantidade de literatura sobre a reflexividade nas ciências sociais está radicado na frequente ausência de discussão que permita entender em que medida as aspirações reflexivas dos acadêmicos em suas pesquisas podem ser realizadas na prática acadêmica. Com base ao exposto por Alvin Gouldner, o artigo propõe uma maneira diferente de estabelecer a reflexividade na pesquisa qualitativa de maneira que sirva de ponte entre a teoria e a reflexividade na Universidade. Por outro lado propõe perguntas importantes sobre os envolvimentos da reflexividade ou, da ausência da mesma. Sobre a base de entrevistas qualitativas com acadêmicos, efetuadas no Reino Unido e no Chile, assinalo uma ampla pesquisa sobre o trabalho acadêmico e a identidade. Para concluir, sugiro que as discussões a respeito das aspirações para ser um(a) acadêmico(a) reflexivo(a) deveriam partir da análise coletiva das estruturas atuais da mercantilização da educação superior e da forma em que estas podem limitar a prática acadêmica reflexiva na universidade