Iniciação à pesquisa no Ensino Superior: desafios dos docentes no ensino dos primeiros passos Initiation into Higher Education Research: professors' challenges in teaching the first steps

dc.creator	Derli Juliano Neuenfeldt
dc.creator	Rogério José Schuck
dc.creator	Angélica Munhoz
dc.creator	Juliana Mittelstadt
dc.creator	Tânia Micheline Miorando
dc.creator	Ronaldo Rochenback
dc.date	2011-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:17:56Z
dc.date.available	2015-07-20T22:17:56Z
dc.identifier	10.1590/S1516-73132011000200003
dc.identifier	1516-7313
dc.identifier	1980-850X
dc.identifier	https://doaj.org/article/c19e1474cb864b4c874e2dd47b76befd
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/19236
dc.description	Esta pesquisa descritiva teve por objetivo compreender o modo como se dá a iniciação à pesquisa no Ensino Superior a partir dos professores que atuam com as disciplinas relacionadas a essa área. As informações foram coletadas mediante a realização de sete entrevistas semiestruturadas com professores da UNIVATES. Constataram-se três preocupações centrais: a) trabalhar com os alunos a compreensão do que é ciência e do que é pesquisa; b) ensinar normativas de escrita (ABNT), métodos e técnicas de pesquisa; e c) articular a pesquisa com o campo de atuação do acadêmico. Conclui-se que há necessidade de se aprofundar a compreensão de pesquisa e de ciência dos alunos, e que os cursos e professores das outras disciplinas assumam, conjuntamente, a responsabilidade pela formação científica e ética.<br>The aim of this descriptive research was to understand the way in which the initiation in Higher Education is done as professors who work with the related subjects in this area. The information was collected through seven semi-structured interviews with professors of UNIVATES. Three main worries were detected: a) work with students on the comprehension of what is science and what is research; b) teaching normative writing (ABTN), methods and research techniques; and c) the link between the research and the actual field of the academic student. The results show the need to deepen the students' comprehension of research and science, and that the courses and professors of other subjects should assume, conjunctly, the responsibility for scientific and ethical formation.
dc.language	Portuguese
dc.language	Spanish
dc.publisher	Programa de Pós-Graduação em Educação para a Ciência, Bauru: Faculdade de Ciências, UNESP
dc.relation	http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1516-73132011000200003
dc.relation	https://doaj.org/toc/1516-7313
dc.relation	https://doaj.org/toc/1980-850X
dc.rights	CC BY-NC
dc.source	Ciência & Educação, Vol 17, Iss 2, Pp 289-300 (2011)
dc.subject	Iniciação à pesquisa
dc.subject	Ensino Superior
dc.subject	Docência
dc.subject	Research initiation
dc.subject	Higher Education
dc.subject	Teachin
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Iniciação à pesquisa no Ensino Superior: desafios dos docentes no ensino dos primeiros passos Initiation into Higher Education Research: professors' challenges in teaching the first steps
dc.type	article