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Within the social sciences, methodological debates contribute to the understanding of social research. This paper discusses one way of understanding the role of the investigator in relation to the approach and analysis of the object/subject of study. The objective is to question the use of the researcher's metaphor as a craftsman. This image appears in the 1950s in order to explain the creativity required by the research process and qualitative data analysis. However, the artisan's metaphor represents a deductive approximation of the researcher to the subject/object of study. On the contrary, the qualitative analysis is oriented by inductive procedures. The metaphor of the hunter after the prey is then proposed as a resource with a paradigmatic and epistemological consistency that contributes to the understanding and training in the qualitative research. [ABSTRACT FROM AUTHOR]

This study addresses difficulties encountered when teaching school religious education in rural contexts. The objective is to reveal critical dimensions for teaching and to propose a pedagogical support programme for teachers of religion. The method used is qualitative, and the design is based on Grounded Theory. Participants are teachers of rural schools. The data collection considered semi-structured interviews. The results are divided into categories: sociocultural, curricular, ecclesiastical and formative difficulties. The conclusions reached include the need for a proposal to teach school religious education with an intercultural and interreligious approach. Teachers of religion experience a sense of abandonment, which requires designing socioculturally relevant teaching support programmes. [ABSTRACT FROM AUTHOR]

Teaching undergraduate level anatomy classes demands a "formation" based in competences that provides learning results, where both "saberes sabios" and "saberes didacticos" converge. For that purpose, a qualitative design of research was proposed with the intent of describing requirements and characteristics of the teaching of anatomy courses in the medical school at the Universidad Mayor in Temuco, based on "grounded theory", "Constant Comparative Method" and "Methodological Triangulation". The sampling was composed of the entire teaching staff for the anatomy courses. As a result of open coding five categories were identified, and for this article the most representative one has been chosen: "requirements and characteristics of the teaching of anatomy". The techniques used for gathering information were "ethnographic observation", "structured interview" and focus groups. Data"reduction" was done with help of software for qualitative data analysis called "Atlas-ti" v5.0. The results of the study reveal incoherencies of "epistemic" character in the "didactic performance" of the teaching staff, who base their practice from the experimental logic, staying away of methods "dialogicos dialecticos" needed in the current sociocultural "cartography" shown by undergraduate level students. [ABSTRACT FROM AUTHOR]