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The purpose of the present text is to discuss the importance of the multi-referential approach in the context of research in education and the teacher-researcher’s education. It is an instigating and audacious proposition since it breaks with the positivist models of performing research in human and social sciences. On the one hand, we consider Jacques Ardoino, the creator of such approach, who assumes "the hypothesis of complexity, and even hypercomplexity, of the reality which we question about"; on the other hand, we add the contributions of Ethnomethodology, in a perspective Roberto Macedo calls Critical-Ethnoresearch, aiming at contributing to the teacher-researcher’s education in such way not to plaster him/her into rigid theoretical positions and methodological guidings that displace him/her from the condition of subject in face of the practice he/she is immersed in. The present text is the result of the interlacement of ideas presented and defended by Ardoino (1998, 2000, and 2003) and collaborators; by Coulon (1995a, 1995b, 1995c) and Macedo (2000). Based on these presuppositions, the research allows us the understanding of the daily life’s micro-reality, the beliefs, the common sense behaviours, and their emphasis on the researched individuals’ language.

Etnometodologia Multirreferencial: Contribuições Teórico-Epistemológicas para a Formação do Professor-Pesquisador