Qualitative Methodology in Analyzing Educational Phenomena (English version)

Semiological analysis of educational phenomena allow researchers access to a multidimensional universe of meanings that is represented by the school, not so much seen as an institution, but as a vector of social action through educational strategies. We consider education as a multidimensional phenomenon since its analysis allows the researcher to explore a variety of research hypotheses of different paradigmatic perspectives that converge in an educational finality. According to the author Simona Branc one of the most appropriate methods used in qualitative data analysis is Grounded Theory; this one assumes a systematic process of generating concepts and theories based on the data collected. Specialised literature defines Grounded Theory as an inductive approach that starts with general observations and during the analytical process creates conceptual categories that explain the theme explored. Research insist on the role of the sociologic theory of managing the research data and for providing ways of conceptualizing the descriptions and explanations.Qualitative content analysis is based on the constructivist paradigm (constructionist in the restricted sense that we used previously). It aims to create an “understanding of the latent meanings of the analyzed messages”. Quantitative content analysis involves a process of encoding and statistical analysis of data extracted from the content of the paper in the form of extractions like: frequencies, contingency analysis, etc