Devirmar PernaleteKatiusca PeñaMaría del Cármen Pérez2026-03-222026-03-222018http://epublica.saber.ula.ve/index.php/anuariodoctoradoeducacion/article/view/12747/21921923848https://andeanlibrary.org/handle/123456789/59061Citaciones: 1The work submitted is the result of a task of inquiry suggested from the implementation of the doctoral seminar “Grounded Theory: a methodological option”, that was facilitated by Dr. Yovanny Coello, associate professor of the Universidad Nacional Experimental “Francisco de Miranda”, as a guest in the Doctorate in Education from the Universidad de Los Andes (ULA). The contributions presented here seek to become a reference on the introductory aspects that must be considered in the decision to tackle a research with the support of this method. With the style of qualitative analysis of the grounded theory it is possible to achieve knowledge as emerging theories based on the empirical data, the intimate approach to the study area and the individual meanings of the people involved with the studied reality as significant categories of human experience. The approximations made by the authors to allow us to characterize the grounded theory as a potential method, in terms of the rigor that characterizes the qualitative studies, which makes explicit procedures for the study of diversity of situations that are aimed at the understanding of the meaning of phenomena from the experience and the “voice” of the social actors, and that is supported in the construction and reconstruction on the permanent reality.esGrounded theoryMeaning (existential)EpistemologyQualitative researchSociologyDiversity (politics)Empirical researchPsychologyPedagogyarticle