ETNOGRAFIA DE TELA: UMA METODOLOGIA POTENTE PARA PESQUISAS EM EDUCAÇÃO

Abstract

This article presents part of the theoretical-methodological discussion carried out in two doctoral theses developed in a Postgraduate Program in Education in southern Brazil, linked to a project and a broader research agenda that has been concerned with thinking about teaching professionalism in contemporary times, from Studies in Teaching, Post-Structuralist Gender Studies and Foucauldian Studies. From these perspectives, the methodology known as screen ethnography is discussed. It is argued that it is powerful for problematizing contemporary cultural artifacts, such as streaming and TV series, making it relevant to education research. Through immersion in the field, diary entries, the grouping and regrouping of scenes, the development of analysis and the decoupage of scenes, the productivity of screen ethnography is supported for theoretical-methodological exercises interested in multiplying meanings about cultural artifacts. It is argued that the suggested step-by-step approach, in addition to the movement of watching and re-watching each scene several times and in different ways, makes it possible to multiply the ways of describing what is watched, a condition that allows the researcher to use the methodology to produce their analysis.