Özet:

Abstract Ethnography has become one of the preferred forms of investigation in the school environment in recent times. In the way of its expansion, researchers transformed it, giving it other features. Those who are anchored in the contributions of post-critical theory began to re-signify it, giving way to new productions. In this context, the aim of this paper is to present post-critical ethnography as a methodological perspective in research involving pedagogical practice. Therefore, we get togheter the theoretical arguments that founded the emergence of post-critical ethnography in the investigated context, we report some results from it use during the investigation of cultural Physical Education classes in a public school in São Paulo and, finally, we indicate possible contributions to the debate about research on pedagogical practice.

Anahtar Kelimeler: