As contribuições do PIBIC para formação de professores pesquisadores: uma análise dos artigos de iniciação científica

Abstract

Research is fundamental to the construction of knowledge, because by means of it students may experience new social and scientificdiscoveries, accordingly, the National Council for Scientific and Technological Development (CNPq) stablish that the Scholarship Program for Scientific Initiation (PIBIC ) is focused on the development of scientific thought and the initial research practices of undergraduate students in higher education. Thus, we have in mind that knowledge can not be limited, but it can be spread to reach society and benefit it by outcomes of researches . In this sense, this sttudy aims to investigate the contributions of PIBIC in teacher-researchers, specifically in regard to academic literacy observed in articles about textualization of scientific initiation process.We seek to investigate how this construction process reveals in the student’s academic literacy, among other things checking the differences recorded between the first and the last version of the articles; the main problems regarding is the appropriation of knowledge, and finally, how students react to the interventions of teachers in the process of rewriting the texts. It is a qualitative-interpretative research and a documentary base corpus . For analysis, we collected four papers produced within projectsundergraduates during the years 2012, 2013 and 2014. Theoretical and methodological contributions were based on InteractionismSocio-discursive ((ISD) Bronckart 1999, 2006). The approach of Bhatia and Swales (1999); Bazerman (2007); Severino (2013); BortoniRicardo (2008), Motta-Roth and Hendges (2010), among others. The results showed that the inclusion of students in these projectshas provided undergraduates significant changes both in their written texts and the practice of research and training process as researchers.