Abstract
In the framework of Habermas' theory of knowledge constitutive interests, the health sciences have not been formally positioned in it to explain, understand and transform their objects or phenomena of study in depth. The scientific societies of health sciences have analyzed these sciences and carried out the training and continuing education of their personnel using the traditional positivist scientific method and have relegated the use of other scientific methods "naturalistic-qualitative" contributed by the social sciences. The purpose of this essay is to outline four theoretical-methodological aspects that justify the use of a mixed methodology and provide research experiences with these methods. It is concluded that it is not the use of a particular technique that defines a researcher as positivist or interpretative or sociocritical, but it is necessary to understand the existence of a correlation between the paradigm and the quantitative and qualitative research methods and their use in a mixed methodology, in order to study reality in a holistic way. It is not productive to give preference to only one of these styles of thought and to exclude the potential of other ones. Consequently, the essential and necessary thing is to examine reality in its entirety, with pluralistic methodologies to promote its change towards conditions of greater equity and social justice.References
Acevedo Borrego, Adolfo, Linares Barrantes, Carolina y Cachay Boza, Orestes. (2014). Tipos de conocimiento y preferencias para la resolución de problemas. Industrial Data, 13(2). doi: http://dx.doi.org/10.15381/idata.v13i2.6181
Adames Mayorga, Enoch. (2007). Hegemonía y cultura científica. Base para un debate entre ciencias. Revista del Centro de Estudios Latinoamericanos Justo Arosemena, (125), 5-28. Recuperado de http://studylib.es/doc/8179301/tareas-n%C2%B0125
Adinolfi, Paola. (2014). Barriers to reforming healthcare: the Italian case. Health Care Analysis, 22(1). doi: 10.1007/s10728-012-0209-0
Bastidas Acevedo, Miriam, Pérez Becerra, Francy Nelly, Torres Ospina, Julio Nicolás, Escobar Paucar, Gloria, Arango Córdoba, Adriana y Peñaranda Correa, Fernando. (2009). El diálogo de saberes como posición humana frente al otro: referente ontológico y pedagógico en la educación para la salud. Investigación y Educación en Enfermería, 27(1), 104-111. Recuperado de http://www.redalyc.org/articulo.oa?id=105213198011
Beltrán Villalva, Miguel. (1985). Cinco vías de acceso a la realidad social. Revista Española de Investigaciones Sociológicas, (29), 7-42. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo=250532
Bourdieu, Pierre Félix. (1997). Razones prácticas. Sobre la teoría de la acción. Barcelona, España: Editorial Anagrama. Recuperado de http://epistemh.pbworks.com/f/9.+Bourdieu+Razones+Pr%C3%A1cticas.pdf
Braveman, Paula y Gottlieb, Laura. (2014). The Social Determinants of Health: It's Time to Consider the Causes of the Cause. Public Health Reports, 129(1, Suppl 2). doi: 10.1177/00333549141291S206
Campillo Díaz, Margarita, Sáez Carreras, Juan y Del Cerro Velázquez, Francisco. (2015). El estudio de la práctica y la formación de los profesionales: un reto a las universidades. Revista de Educación a Distancia, (6), 1-23. Recuperado de http://revistas.um.es/red/article/view/245151/185661
Campos-Saborío, Natalia, Núñez-Rivas, Hilda Patricia, Holst-Schumacher, Ileana, Alfaro- Mora, Flory Virginia y Chacón-Ruiz, Betty. (2018). Psychosocial and sociocultural characteristics of Nicaraguan and Costa Rican students in the context of intercultural education in Costa Rica. Intercultural Education. DOI: 10.1080/14675986.2018.1462957
Carbonelli, Marcos, Cruz Esquivel, Juan e Irrazábal, Gabriela. (2011). Introducción al conocimiento científico y a la metodología de la investigación. Buenos Aires, Argentina: Universidad Nacional Arturo Jauretche. Recuperado de https://www.unaj.edu.ar/wp-content/uploads/2017/02/Introduccion-al-conocimiento-cientifico-y-a-la-metodologia.pdf
Creswell, John W. (2013). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (3a. ed.). Washington DC, EE.UU.: Sage.
Creswell, John W., Klassen, Ann Carroll, Plano Clark, Vicki L. and Smith, Katherine Clegg. (2011). Best Practices for Mixed Methods Research in the Health Sciences. Washington, DC, EE.UU.: Office of Behavioral and Social Sciences Research (OBSSR), National Institutes of Health (NIH). Recuperado de https://www2.jabsom.hawaii.edu/native/docs/tsudocs/Best_Practices_for_Mixed_Methods_Research_Aug2011.pdf
Denzin, Norman K. (2010). Moments, Mixed Methods, and Paradigm Dialogs. Qualitative Inquiry, 16(6). doi: http://journals.sagepub.com/doi/pdf/10.1177/1077800410364608
Freire, Paulo. (1977). Pedagogía del Oprimido. México: Siglo Veintiuno Editores, S.A. de C.V.
Freire, Paulo. (1997). Pedagogía de la autonomía, saberes necesarios para la práctica educativa. México: Siglo Veintiuno Editores, S.A. de C.V.
Freire, Paulo. (2002). Pedagogía de la esperanza, un reencuentro con la Pedagogía del oprimido. Buenos Aires, Argentina: Siglo XXI Editores Argentina.
Gadotti, Modacir. (2003). Pedagogía de la praxis. Sao Paulo, Brasil: Instituto Paulo Freire, Diálogos, L’Ullal Edicions.
Garay, Juan E. and Chiriboga, David E. (2017). A paradigm shift for socioeconomic justice and health: from focusing on inequalities to aiming at sustainable equity. Public Health, 149, 149-158. doi http://dx.doi.org/10.1016/j.puhe.2017.04.015
Giddings, Lynne. (2006). Mixed methods research: Positivism in drag? Journal of Research in Nursing, 11(3), 195-203. Recuperado de http://aut.researchgateway.ac.nz/bitstream/handle/10292/3173/Giddings%20JNR%20Manuscript%20Jan%205th%202006.pdf?sequence=11
Grundy, Shirley. (1991). Producto o Praxis del Currículum. Madrid, España: Ediciones Morata.
Habermas, Jürgen. (1982). Conocimiento e Interés. Madrid, España: Ediciones Taurus.
Hesse Biber, Sharlene. (2015). The problems and prospects in the teaching of mixed methods research. International Journal of Social Research Methodology, 18(5). doi http://www.tandfonline.com/doi/full/10.1080/13645579.2015.1062622
Hoyos Vásquez, Guillermo. (2011). Los intereses de la vida cotidiana y las ciencias (Kant, Husserl, Habermas). Bogotá, Colombia: Universidad Nacional de Colombia. Recuperado de http://www.javeriana.edu.co/blogs/guillermo_hoyos/files/012-Los-intereses-de-la-vida-cotidiana-y-las-ciencias.pdf
Jumpertz, Reiner, Le, Duc Son, Turnbaugh, Peter J., Trinidad, Cathy, Bogardus, Clifton, Gordon, Jeffre I. y Krakoff, Jonathan. (2012). Energy-balance studies reveal associations between gut microbes, caloric load, and nutrient absorption in humans. American Journal Clinical Nutrition, 94(1), 58-65. doi: 10.3945/ajcn.110.010132
Magalhães Bosi, Maria Lúcia. (2012). Productivity and academic assessment in the Brazilian public health field: challenges for human and social sciences research. Cadernos de Saúde Pública, 28(12). doi: http://dx.doi.org/10.1590/S0102-311X2012001400018
Maxwell, Joseph A. (2012). The Importance of Qualitative Research for Causal Explanation in Education. Qualitative Inquiry, 18(8). doi: https://doi.org/10.1177/1077800412452856
Nilsen, Charlotta, Andel, Ross, Fors, Stefan, Meinow, Bettina, Darin Mattsson, Alexander and Kåreholt, Ingemar. (2014). Associations between work-related stress in late midlife, educational attainment, and serious health problems in old age: a longitudinal study with over 20 years of follow-up. BMC Public Health, 14(878). doi: https://doi.org/10.1186/1471-2458-14-878
Noreña, Ana, Alcaraz-Moreno, Noemi, Rojas, Juan Guillermo, Rebolledo-Malpica, Dinora. (2012). Aplicabilidad de los criterios de rigor y éticos en la investigación cualitativa. Aquichan, 12(3), 263-274. Recuperado de http://www.redalyc.org/pdf/741/Resumenes/Resumen_74124948006_1.pdf
Núñez Rivas, Hilda Patricia. (2007). Las creencias sobre obesidad de estudiantes de la Educación General Básica. Educación: Revista de la Universidad de Costa Rica, 31(1). doi: https://doi.org/10.15517/revedu.v31i1.1259
Núñez Rivas, Hilda Patricia, Campos Saborío, Natalia, Alfaro Mora, Flory Virginia y Holst Schumacher, Ileana. (2013). Las creencias sobre obesidad de niños y niñas en edad escolar y las de sus progenitores. Revista Electrónica Actualidades Investigativas en Educación, 13(2). doi: https://doi.org/10.15517/aie.v13i2.11738
Núñez Rivas, Hilda Patricia, Monge Rojas, Rafael, León León, Hannia y Roselló Araya, Marlen. (2003). Prevalence of overweight and obesity among Costa Rican elementary school children. Revista Panamericana de Salud Pública, 13(1). Recuperado de https://scielosp.org/article/rpsp/2003.v13n1/24-32/en/
Onwuegbuzie, Anthony J., and Collins, Kathleen M.T. (2007). A Typology of Mixed Methods Sampling Designs in Social Science Research. The Qualitative Report, 12(2), 281-316. Recuperado de http://nsuworks.nova.edu/tqr/vol12/iss2/9
Otero, Gerardo, Pechlaner, Gabriela, Liberman, Giselle y Gürcan, Efe Can. (2015). The neoliberal diet and inequality in the United States. Social Science & Medicine., (142). doi: 10.1016/j.socscimed.2015.08.005
Raza, Qaisar, Snijder, Marieke B., Seidell, Jacob C., Peters, Ron J.G. y Nicolaou, Mary. (2017). Comparison of cardiovascular risk factors and dietary intakes among Javanese Surinamese and South-Asian Surinamese in the Netherlands. The HELIUS study. BMC Research Notes, 10(23). doi: https://doi.org/10.1186/s13104-016-2352-4
Rehg, Ellen y SmithBattle, Lee. (2015). On to the 'rough ground': introducing doctoral students to philosophical perspectives on knowledge. Nursing Philosophy, 16(2). doi: 10.1111/nup.12077
Schön, Donald A. (1983). The reflective practitioner: How professionals think in action. New York, EE.UU.: Basic Books.
Schön, Donald A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco, EE.UU.: Jossey Bass.
Vázquez, Ángel, Acevedo, José Antonio, Manassero, María Antonia y Acevedo, Pilar. (2001). Cuatro paradigmas básicos sobre la naturaleza de la ciencia. Argumentos de razón técnica: Revista española de ciencia, tecnología y sociedad, y filosofía de la tecnología, (4), 135-176. Recuperado de http://institucional.us.es/revistas/argumentos/4/art_5.pdf
Vetere, Pablo E. (2006). El Modelo Médico Hegemónico y su reproducción en el Perfil de Médico que promueve la Fac. Cs. Médicas de la U.N.L.P (Tesis presentada para la obtención de grado de Licenciado en Sociología. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación). Recuperada de http://www.memoria.fahce.unlp.edu.ar/tesis/te.562/te.562.pdf
Wisdom, Jennifer P., Cavaleri, Mary A., Onwuegbuzie, Antthony J. y Green, Carla A. (2012). Methodological Reporting in Qualitative, Quantitative, and Mixed Methods Health Services Research Articles. Health Serv Res, 47(2). doi:10.1111/j.14756773.2011.01344.x
Yin, Robert K. (2013). Case study research: Design and methods (5a. ed.). Washington DC, EE.UU.: Sage.
Zaidi, Zareen, Verstegen, Daniëlle, Vyas, Rashmi, Hamed, Omayma, Dornan Tim y Morahan, Page. (2016). Cultural hegemony? Educators' perspectives on facilitating cross-cultural dialogue. Medical Education Online, 21. doi: 10.3402/meo.v21.33145