There is a speech transition about reification that follows, in a certain way, the progress of qualitative research on education. From the excessive weight on the objectivity of the economical involucre, based on the quantification of the procedures, as in Lukács critique, it has moved to emphasize the capture of the subjective quality or the singularity of the individuals, as the Adorno analysis of Kafka's work demonstrates. Contemporaneously, reification, with the appropriation by Axel Honneth, starts to be seen in the intersubjective view. In that case, it ends up being conceptualized as absence or forgetfulness of the acknowledgement of the other. It is on that context that we can ask ourselves, in this article, about what could be thought as equivalent to denial or forgetfulness of the acknowledgement on qualitative researches on education? How could we, then, fight for new patterns of acknowledgement of qualitative research, being, in that sense, more implicated with those issues?
reification; intersubjectivity; acknowledgement of the other; qualitative research; education