Iniciação científica na educação básica: reinvenção das relações de ensino e aprendizagem?

Abstract

This research discusses the implementation of Undergraduate Research in middle school at the Antonio Vieira School (CAV) and sought to answer the following question: how Undergraduate Research has been conceptualized by teachers and students of the Antonio Vieira School? Its main objectives were: to understand the history of Undergraduate Research in middle school; to design a diagnosis of the perception of the CAV 9th-year students, of the co-teachers and the coordinators of the Youthful Department on Undergraduate Research in the school; to initiate a reflection on the Undergraduate Research curricular component in the school, in order to articulate co-teaching, interdisciplinarity and the (re)invention of pedagogical practices by means of education through research. The study adopted the questionnaire as methodological procedure; and the text was composed of seven chapters that address the following subjects: justification for the research and literature review; methodological paths; relations between science and education, telling a little about the trajectory of the science fairs in Brazil and the way they served to potentialize the insertion of Undergraduate Research and all the activities that promote the education of research students of the school; education by means of research, showing the relevance of observing the way questions are usually disregarded inside of the school community; analysis of questionnaires answered by the participants of this research and data crossing; and final remarks, which will guide the pedagogical paths to be constructed from the achieved results. The analysis is characterized as the product of the study, which is: a diagnosis of the perception of students and teachers of the CAV School on the Undergraduate Research curricular component. The diagnosis enable us to deepen the discussions on co-teaching, interdisciplinarity and (re)invention of pedagogical practices from the teaching-research relationship.