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Symbolic Interactionism and Ethnomethodology As Methods of Valuation of Subjectivities in Social Research

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Symbolic Interactionism and Ethnomethodology As Methods of Valuation of Subjectivities in Social Research Social Sciences 2014; 3(2): 53-58 Published online April 30, 2014 (http://www.sciencepublishinggroup.com/j/ss) doi: 10.11648/j.ss.20140302.13 Symbolic interactionism and ethnomethodology as methods of valuation of subjectivities in social research Wellington Amâncio da silva 1, Elilia Camargo Rodrigues 2 1Universidade do Estado da Bahia – Campus VIII/ Program Graduate Master in Human Ecology, Brazil 2Universidade do Estado da Bahia– Campus VIII / Professor in the courses in Pedagogy, Biology and Mathematics, Brazil Email address: [email protected] (W. A. D. Silva), [email protected] (J. C. Rodrigues) To cite this article: Wellington Amâncio da silva, Julian Camargo Rodrigues. Symbolic Interactionism and Ethnomethodology as Methods of Valuation of Subjectivities in Social Research. Social Sciences. Vol. 3, No. 2, 2014, pp. 53-58. doi: 10.11648/j.ss.20140302.13 Abstract: This article discusses the relevance of qualitative and participatory methodologies in education, bearing in mind the principles etnopedagógicos in the construction of social research in the educational field. In circumstances of investigation the interactivity and participation are mediators in that process because it contributes to the identification and representation of subjectivation of the subjects researchers in insertions and engagement with the object of research. The identity is discussed as action and interaction of actors and IBM research. These theoretical, methodological components pertinent to symbolic interactionism and ethnomethodology, prioritize the subjectivity, the interaction and participation of the subjects in the polls from a micro vision to reach a understanding macro, proposed by etnométodos within the social research in contemporary times. Bibliographic search result, intends to consider the contemporary speech driven breaking traditional paradigms that force the neutrality as added value to the production of knowledge. Keywords: Ethnomethodology, Symbolic Interactionism, Interaction, Social Research, Research Methodology, Everydayness, Intersubjectivity 1. The Interaction in Educational 2. The Interacionism Symbolic and the Research as a Source of Identity and Ethnomethodology in the Significance of Knowledge Understanding of Identity and Theoretical and methodological aspects of research in Subjectification of Researchers education enable the discovery of differentiated forms of The symbolic interactionism is a chain of sociological visualizing the object in the field of empirical research. It is thought that originated in the United States and held not a question of elaborating an epistemological discourse significant space in Chicago school in the mid-1930. Its for fitness for observed reality, but to realize the chief architect, George Mead (1863-1931), became a spontaneous manifestations the light of theoretical and reference in academia by investigations into the formation methodological grants that will assist scientific findings in of the self (himself). Mead emphasized the steps in the the educational field investigations fundamental. The formation of the social identity of the subject, in which the symbolic interactionism and ethnomethodology are interaction represents relevant element in the Constitution currents of sociological thought that emphasize the search of the identification process. The theoretical framework of for information associated with the importance of the reference and analysis of social theory, initially developed participation in the locus of action. by George Mead, wins the title of symbolic interactionism. 54 Wellington Amâncio da silva and Elilia Camargo Rodrigues: Symbolic Interactionism and Ethnomethodology as Methods of Valuation of Subjectivities in Social Research This chain of sociological thought, which deals with The symbolic interactionism conceives the formation of social issues on the prism of interaction of individuals in the identity of the individual in interrelation with the social groups, has as its philosophical pragmatism of John environment. About it, Hall (1999) notes that the identity is Dewey(1859-1952), North thinker–American who not congenital and not fixed but concerns an interactive participated in the Chicago school and gave important process, historical, ethnological and cultural frame, formed contributions to the field of education, among which stand in the relationship between me and the other, the local and out: the emphasis on the need to establish interactions the global, filling space between the inside and the outside, between knowledge and action, the construction of between the personal and the public world, between autonomy in pedagogical practice, as a way of redefining individuals and societies, between the theoretical and the the paradigm of individualism, and the search for human empirical. Is this interrelation that individuals involved (re) relations based on cooperation, on optics of the claim the investigative personality, in a dialogical interrelation between individuals and society, means and communication and dialectic, therefore, between the ends, theory and practice. personal world of inter-subjective (subjectivity) and the The analysis of this intervention and current research public world (objectivity). Such "relationship between part of everyday reality of the actors, in order to build several individuals, gives rise to 'intersubjectivity' or understanding about the process of formation of the subject 'intersubjetiv', as a bridge between the subjectivity and in the Middle, unlike the traditional, positivist basic objectivity" (FERRATER MORA, 2005, p. 1550). It is in sociology the model depicts the man in society as devoid of this identification process that, to (HALL, 1999, p. 12-13) judgments of value and quality about the facts and about in design in our cultural identities, making it more: you (GARFINKEL, 1967, p. 66). [...] variable provisional [...] the identity became a The theoretical contribution of this school has the celebration formed mobile and transformed continuously prospect of establishing relations of knowledge, approach about the ways in which we are represented or spoken to by and researcher interaction with the object in social research, the cultural systems that surround us. Is historically and considering the subject products of their own actions and biologically not defined. meanings. In this conception of reality, the micro- The procedural character, temporary and variable is one sociologic notion of meaning has nothing to do with the of the features of formation of identity, which is why there idea of meaning, namely, it is possible to perceive the are flexibilities, changes and transformations of the reality from the locus of action, assigning to the personality of the subject in the context of socioeconomic construction of their subjectivities and established online, and cultural, as well as the transformation of this context. as produced in the process of interaction in the middle. In The social environment is an agent training, adaptation of this regard, Lapassade (2005, p. 24) Notes: multiple learnings that accumulate over a lifetime. It is The interactionist believe that the meaning is not possible to think the identity retains the Dialogic character imposed by culture, by society, but built by the actors. The of re construction, because significant changes happen in basic idea is that "reality" is not transcendent to the the course of life, with new learning, breaking paradigms to activity of the members, but built or produced by members rethink or questioning of social norms learned as truths, in the course of their interactions. both personal and collective. The interaction, in the chain of thought interacionist, is a Thinkers such as Berger & Luckmann (1985) in the principle that justifies the investigation because it allows classic work of Sociology of knowledge the social the researcher consider the rapprochement with the subjects construction of reality, make important analysis of the relevant to the empirical work in the field. It's about representation of the self in everyday life, when focus on prioritizing, as theoretical perspective, analysis of research the symbolic interactionism as a theoretical stream toward references currents of thought that configure the reality as the understanding of social reality. The authors depict the features in contemporary times. The valorization of relationship between objectivity and subjectivity in the subjectivation in investigative reflections in the field of field of the subject's action, seen as collective action education makes the analysis to prioritize the memory of (intersubjectivity), when the subjectivity of each becomes common sense as significant. important benchmark for the other and communicative The tradition of the Cartesian paradigm reinforces the basis of intelligibility of the world, i.e. taking into dichotomy between scientific knowledge and common consideration the communicative interaction between sense, overlaying the first against the second. Modern subjectivities of the subject as a measure supplementing the science is valued as a faithful representation of reality, possibilities of communication and action (communicative although ownership of the elements that make up the action)and yet, what they "share cognitively in common" common life, don't think they're as authentic sources, is it (SCHUTZ, 2012, p. 346). The construction of identity, in maintains the integrity of the information collected and this perspective,
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