4 The Construction of the Research Problem Statement

In this sense, the problem argument results from a reflective process involving the gathering of evidence, reviewing relevant literature, and considering different perspectives. It implies clearly articulating the nature of the problem, its relevance and impact, and the connections between the various elements that compose it.

The problem argument must also be specific and rooted in the reality of the researched context. This means that, instead of being a general or vague statement, it should address concrete and relevant issues for the field of study. For example, instead of presenting a general problem about education, it could focus on how the lack of resources affects students’ academic performance in a particular school.

The problem argument is a dynamic construction that reflects the complexity of the researched context and provides a solid foundation for formulating research questions and developing an appropriate methodological approach.

But what, finally, is the problem argument?

1. Problematizing a context limited by time, space, and subjects
   Problematization begins with identifying a specific context in which the research will be developed. This context must be bounded by a temporal, geographical, and population framework, allowing the analysis to focus on particularities that influence the phenomenon in question. By defining the scope, the researcher can explore how the characteristics of the context affect social, cultural, and educational dynamics, thus establishing an appropriate scenario for deeper research.
2. The narrative of a thought process in which relationships are hypothesized and questions are asked
   This element refers to constructing a narrative that documents the researcher’s reasoning in addressing the study topic. Through this narrative, hypothetical relationships between different variables are articulated, and key questions are posed to guide the research process. For example, a researcher might formulate questions about how a community’s socioeconomic conditions influence students’ academic performance, generating a narrative that links the community’s experiences with the educational phenomenon.
3. Identifying a knowledge gap and clearly identifying those who may be affected
   The researcher must recognize a gap in existing knowledge, highlighting aspects that have not been sufficiently explored or understood. In this process, it is crucial to identify who the affected parties are by this knowledge gap. For example, if researching the educational inclusion of students with disabilities, it is essential to identify these students and their families as key stakeholders, which will help focus the research on their needs and experiences.
4. A brief text that accounts for the internal questioning process that the researcher has undergone to reach the question
   This text reflects on the researcher’s internal process, their doubts, concerns, and motivations that guided the formulation of the research question. This internal questioning is vital to developing a critical and reflective perspective on the studied phenomenon. For example, a researcher might share how their own experience with inclusive education led them to question current practices in their educational context, leading them to explore how inclusion policies can be improved.
5. Establishing contradictions expressed in a concrete context, based on concrete and verifiable evidence
   The aim here is to identify and analyze contradictions that emerge from the evidence found in the context. For example, a researcher might observe that despite inclusive education policies, dropout rates among students with disabilities are alarmingly high. These contradictions, based on concrete data, should be formulated to allow an in-depth analysis of the underlying causes and effects, providing a solid basis for the research.
6. An expository text that relates a fact, data, or evidence to potential relational factors and poses a research question
   This text should link specific facts or data with potentially related factors. For example, if a statistic showing a high incidence of bullying in a school is presented, the researcher could explore how this phenomenon relates to the school culture, family environment, and disciplinary policies. From this analysis, a clear and relevant research question could be posed, such as: “How does bullying impact students’ academic performance, and what measures can be implemented to mitigate it?”

Through a process of questioning the context and our assumptions about it, we will begin with concrete, verifiable, and public facts that indicate something is happening in the context we are interested in. For example, in education, these can be data on lagging performance, non-fulfillment of educational objectives, school dropout rates, inclusion problems, or the lack of incorporation of positive strategies or innovative methodologies. With that data in mind, which we can find in education reports, other research, or by interacting with the context, we will begin to ask ourselves:

• Why should I be concerned about this data?
• What empirical references do I have on this topic?
• What theoretical references do I have on this topic?
• How are the data expressed in similar or different contexts?
• Who benefits from addressing this problem?
• What does addressing this issue contribute to the disciplinary field in which I work?
• What relationships can we assume about the data and the subjects?
• What contradictions can be related to the data and the subjects?
• What do we not know about this context and the subjects?
• What is necessary to know now about this context and the subjects?

In this process of answering questions, we will construct the statement of the problem, where we will clarify ideas until we find out what we want to investigate specifically. Which of all the relationships, contradictions, and expressions of that reality are of interest to us and can be investigated?

Now, do we only investigate things that are wrong? Not necessarily; we can investigate success stories that can be replicated. Understanding how things that benefit communities work allows us to establish new strategies in other places, as long as we understand that nothing can be replicated exactly.