Nem todo “chapeuzinho” é bom, nem todo lobo é mau: a Análise Textual Discursiva para além de uma metodologia de análise de informações empíricas

Discursive Textual Analysis (DTA), with its origins linked to the field of Chemical Education, has increasingly anchored the theoretical/methodological design of research, not limited to its founding field. Beyond its establishment as a methodology for analyzing empirical information in qualitative research, it has emerged as a space and time for defending the relevance of incorporating principles of Phenomenology and Hermeneutics—its theoretical pillars—into the development of our research initiatives and the scope of our classrooms. Given this conjecture, this text aims to understand the context of developing a curricular component focused on DTA, linked to a graduate program that based its activities on its principles and the critical analysis of its theoretical and practical nuances. To this end, the final texts, written by the graduate students, were analyzed using the assumptions of DTA. The analysis reveals the relevance of considering DTA as a phenomenon to be investigated and understood, as well as the potential for integrating the fundamentals of phenomenology and hermeneutics into educational settings and pedagogical practices. Meanwhile, the perception of DTA as a powerful proposal for classroom actions with this intention emerges, diversifying its applications and not limiting it to simply being categorized as a methodology for analyzing empirical information.