The methodology of research in formative interventions: The researcher as bricoleur

Abstract

This paper critically reviews the diverse assumptions that recently contributed to explain the researcher’s work starting from a point of view inspired by Vygotskij end Engeström. Although formative interventions have been used in diverse educational settings, a reflection on the underpinning interpretive paradigms, the strategies of inquiry, and the methodologies for collecting data and analyzing results is still missing. This paper shows the phases of qualitative inquiry in a formative intervention carried out with teachers of a technical institute; the thesis is that the researcher-bricoleur that reflects on the methodologies of inquiry carries out a research more rigorous, thus improving validity and results.