Abstract:
This article presents and discusses the self-confrontation crossed in focus group, while methodological resource for researches in education. The procedure was elaborated and explored within the scope of a research about circulation of knowledge among teachers in systematized formative spaces. The resultant methodological propose finds support, on one side, on assumptions related to the Clinic of Activity, especially in the work of Yves Clot - who proposes simple and crossed self-confrontation procedures - and, on the other, in traditions of focus groups, whose use in educational research has been spreading and expanding in recent decades. It is a procedure tuned to the assumptions of qualitative research, aimed at the production of knowledge that helps us to interpret the reality experienced by the subjects. It is considered that crossed self-confrontation in a focus group constitutes an interesting alternative for the investigation of complex themes - as it is usually the case in education - still offering possibilities for interventions in formative order with social groups.
Keywords:
focus group; research methods; self-confrontation; teachers training; video recordings