<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0873-3015</journal-id>
<journal-title><![CDATA[Millenium - Journal of Education, Technologies, and Health]]></journal-title>
<abbrev-journal-title><![CDATA[Mill]]></abbrev-journal-title>
<issn>0873-3015</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Viseu (IPV)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0873-30152020000200025</article-id>
<article-id pub-id-type="doi">10.29352/mill0212.02.00288</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Teaching qualitative method: review study.]]></article-title>
<article-title xml:lang="pt"><![CDATA[Ensino do método qualitativo: estudo de revisão.]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñanza del método cualitativo: estúdio de revisión.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Taquette]]></surname>
<given-names><![CDATA[Stella Regina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Faculdade de Ciências Médicas ]]></institution>
<addr-line><![CDATA[Rio de Janeiro ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>08</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>08</month>
<year>2020</year>
</pub-date>
<numero>12</numero>
<fpage>25</fpage>
<lpage>33</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0873-30152020000200025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0873-30152020000200025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0873-30152020000200025&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Interest in qualitative research in various fields of knowledge is increasing. Difficulties linked to the teaching-learning process of the qualitative method have been subject of discussion in national and international scientific events.  Objetives: This paper aims to raise questions and pertinent information teaching of qualitative method of research that will serve as subsidies to pedagogical proposals that expand and qualify its use in scientific research.  Methods:  A literature review on the subject was made in the SciELO and Medline databases and 15 titles were selected from three major areas of knowledge: Health Sciences, Humanities and Social and Applied Sciences. Data thematic analysis originated 3 categories: course modalities, pedagogical strategies and problematization of the method use / teaching.  Results:  The experiences presented were varied, which can demonstrate that teaching qualitative method is not yet consolidated when comparing it to other hegemonic research methods. Some points stood out as essential in a teaching-learning method proposal in the various areas of knowledge: the constructivist model of teaching-learning, teaching not restricted to techniques and research in practice.  Conclusion:  It was concluded that the paradigmatic conception of teaching, which discusses science theoretical foundations seems to be the one with the greatest potential to achieve educational objectives.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  Existe crescente interesse pelas pesquisas qualitativas em diversos campos do conhecimento e as dificuldades vinculadas ao processo de ensino-aprendizagem do método qualitativo têm sido objeto de discussão em eventos científicos nacionais e internacionais.  Objetivos: Este artigo tem por objetivo levantar questões e informações pertinentes ao ensino do método qualitativo de pesquisa que sirvam de subsídios a propostas pedagógicas que ampliem e qualifiquem sua utilização em pesquisas científicas.  Métodos:  Foi feita revisão bibliográfica sobre o tema nas bases de dados do SciELO e Medline e selecionados 15 títulos de três grandes áreas do conhecimento: Ciências da Saúde, Ciências Humanas e Ciências Sociais e Aplicadas. Submetidos à análise temática deram origem a 3 categorias: modalidades de curso, estratégias pedagógicas e problematização do uso/ ensino do método.  Resultados:  As experiências apresentadas foram variadas, o que pode demonstrar que o ensino do método qualitativo ainda não está consolidado ao compará-lo com outros métodos de pesquisa que são hegemônicos. Alguns pontos destacaram-se como essenciais numa proposta de ensino-aprendizagem do método nas diversas áreas de conhecimento: o modelo construtivista de ensino-aprendizagem, o ensino não restrito às técnicas e a pesquisa na prática.  Conclusões:  Concluiu-se que a conceção paradigmática do ensino, em que se discute os fundamentos teóricos que embasam a ciência parece ser a que apresenta maior potencialidade para alcançar os objetivos educacionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  Existe un creciente interés en la investigación cualitativa en diversos campos del conocimiento y las dificultades relacionadas con el proceso de enseñanza-aprendizaje del método cualitativo han sido objeto de discusión en eventos científicos nacionales e internacionales.  Objetivos:  Este artículo tiene como objetivo plantear preguntas y información pertinente a la enseñanza del método cualitativo que servirá como subsidio a las propuestas pedagógicas que amplían y califican su uso en investigacións científicas.  Métodos:  Se realizó revisión de la literatura sobre el tema en las bases de datos SciELO y Medline y se seleccionaron 15 títulos de 3 áreas principales de conocimiento: Salud, Humanidades y Sociales y Aplicadas. Sometido a análisis temático dio lugar a 3 categorías: modalidades del curso, estrategias pedagógicas y problematización del uso / enseñanza del método.  Resultados:  Las experiencias presentadas fueron variadas, lo que puede demostrar que la enseñanza del método cualitativo aún no está consolidada cuando se compara con otros métodos hegemónicos. Algunos puntos se destacaron como esenciales en las diversas áreas del conocimiento: el modelo constructivista de enseñanza-aprendizaje, enseñanza no restringida a técnicas e investigación en la práctica.  Conclusións:  Se concluyó que la concepción paradigmática de la enseñanza, que analiza los fundamentos teóricos que sustentan la ciencia, parece ser la que tiene el mayor potencial para alcanzar los objetivos educativos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[qualitative research]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[science]]></kwd>
<kwd lng="en"><![CDATA[constructivism]]></kwd>
<kwd lng="en"><![CDATA[epistemology]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa qualitativa]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[ciência]]></kwd>
<kwd lng="pt"><![CDATA[construtivismo, epistemologia]]></kwd>
<kwd lng="es"><![CDATA[investigación cualitativa]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[ciencia]]></kwd>
<kwd lng="es"><![CDATA[constructivismo]]></kwd>
<kwd lng="es"><![CDATA[epistemología]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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