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Revista Brasileira de Educação Especial

Print version ISSN 1413-6538On-line version ISSN 1980-5470

Abstract

BARBOSA, Diego Grasel et al. Epistemological Analysis of Theses and Dissertations in Two Brazilian Physical Education Stricto Sensu Graduate Courses on Persons With Disabilities. Rev. bras. educ. espec. [online]. 2016, vol.22, n.2, pp.285-298. ISSN 1980-5470.  http://dx.doi.org/10.1590/S1413-65382216000200010.

This study aimed to identify the methodological approaches and epistemological assumptions adopted by the authors of theses and dissertations on people with disabilities of the two best-ranked stricto sensu graduate programs of Physical Education in Brazil over the last 10 years. The studies were classified according to empirical-analytic, phenomenological-hermeneutic and critical-dialectic methodological approaches. The epistemological analysis was based at scientific validation criteria, conception of causality and conception of science. The investigation identified that 66.7% of the studies used empirical-analytic approach, and 33.3% used phenomenological hermeneutic approach. No studies were found using critical-dialectical approach. It is suggested that researchers' training in Graduate Physical Education courses, which address the theme people with disabilities, diversify the methodological choices; be based on epistemological assumptions under philosophical perspectives of knowledge, and seek not only objectivity and scientific neutrality.

Keywords : Special Education; Physical Education; Knowledge; Epistemology.

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