Throughout my academic experience is not unusual to meet with students who question the use of qualitative methods in the sense that they do not generalize and do not predict, basic elements of the positivist approach. In addition, the criticism focuses on the aspect of being a "light approach" in the above sense, and the fact of loss of objectivity.
Before this I always arises the question, what would happen if students were to begin teaching from first year based research methods and interpretive premises and when they are in third, fourth or fifth year to introduce the methods and positivist epistemologies.
Well, this would have two edges, First, no one could make the teaching of social sciences from a perspective Historis, in the sense that first, "domino" the positivist approach and then opens the interpretive space and second, questions on methodology to be constructed deductive explanations from inductivists aligned under the concept of generalization and not specific knowledge, in that the typical findings of a qualitative methodology (Interpretative well done, of course) are only applicable to the context of study and future research make these discoveries elsewhere serve to contextualize the research topic from existing research, models that characterize other areas and as a comparative element, which in my opinion, but allow me to supplement the information differentiation ...
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