REFLECTIONS ON TEACHING CRITICAL QUALITATIVE RESEARCH IN "NUESTROAMERICAN" GRADUATE PROGRAMS

I address this text to researchers interested in exploring new ways to understand human suffering, particularly those that differ from the positivist approaches commonly found in mainstream medicine. My focus is on graduate programs in the health field, where I aim to foster a critical reflection on qualitative research methodologies and their potential to promote the right to health as a form of social justice. First, I examine the challenges four graduate students face in trying to introduce critical approaches in an academic environment that resists innovation. Next, I emphasize the importance of recognizing the diversity of human experiences when defining problems and methods for critical qualitative research. Third, I delve into the ethical and political research dimensions, highlighting the need for deeper epistemological reflection in researchers’ training. This reflection is essential for illuminating the complexity of health phenomena. Finally, I propose guidelines aimed at improving critical research quality and its contributions to human health, to positively impact the community, academic field, and public policy.

Keywords
Qualitative Research; Higher Education; Health Science; Critical Theory