A iniciação científica no ensino médio integrado: compromissos com a formação integral

Abstract

The present research analyzes the National Research Initiation Policy linkage to the Professional and Technological Education Policy through the configuration of the categories Work as Educational Principle, Science and Technology, Local Development and Social Inclusion in the PIBIC-EM and PIBIC-Jr Programs developed at the Instituto Federal da Bahia (IFBA) [Federal Institute of Bahia] as of 2008. This analysis served as a support for the drawing up of a Base Document Proposal, na educational product that deals with research as an area for Integral Training in Federal Integrated Secondary Education. It is a survey of a theoretical-empirical, qualitative and descriptive nature. The theoretical rationale that supported both the outline of the categories and the investigative path articulated the Historical-Critical Pedagogy, the conceptual basis of Professional and Technological Education, and the Latin American strand of Social Studies on Science, Technology and Society. Semi-structured interviews were carried out with the institutional managers, the analysis of oficial documents and of research projects approved over the last five years at the IFBA to map the characteristics of the Research Initiation Policy aimed at the Integrated Secondary Education developed in the Institution and to analyze the concepts of Science and Technology that prevail among members of the Technological and Research Initiation Committee and students who were scholarship holders of PIBIC-EM and PIBIC-Jr between 2008 and 2018 by means of a closed questionnaire. The results showed a successful trajectory of the Programs, considering the expansion of the action to the various State Citizenship Territories , the plurality of the areas in carrying out the projects, and the internal community interest in studying and producing knowledge on the territories, the institution and the environment. Thus, it has been observed an action field favorable to the approximation of the Research of the various communities in Bahia in multiple perspectives. However, this adherence policy to the theoretical and social assumptions that triggered the creation of the Federal Institutes has not been that obvious. The favorable configuration dissociated from other strategies was not sufficient to guide and consolidate the actions of Research Initiation in Integrated Secondary Education towards the Integral Training and agenda expansion for the confrontation of the historical problems caused by social inequality and educational duality. Despite some progress, there remain elements of a neutral and deterministic conception on Science and Technology among students who took part in the Programs as scholarship holders. Thus, the results revealed gaps and the need to construct institutional documents and actions that guide policy towards the training dimension in accordance with the conceptual foundation on which Integrated Secondary Education is based. In this regard, the possibility of making Research na instrument for transforming reality triggered the creation of a Base Document Proposal in order to signify the Research Initiation Public Policy as a pedagogical space for the Full Training of students from the Integrated Secondary Education.