Da iniciação científica à formação integral: relato de experiência no curso de Ciências Contábeis da UFPB/Campus IV

Abstract

Scientific Initiation (SI) represents one of the most important academic development strategies for undergraduate students. By providing direct engagement with research activities, SI contributes to the expansion of scientific knowledge, encourages critical thinking, and promotes the connection between theory and practice. This paper presents the experience of an undergraduate student from the Accounting Sciences program at Campus IV of the Federal University of Paraíba (UFPB), Mamanguape campus, who participated as a Scientific Initiation scholarship holder in a CNPq-funded project entitled “Brazil-Portugal Technical Professional Education as a Space for the Circulation of Ideas: Toward a Historiography of Commercial Education in Paraíba and Coimbra in the 20th Century”, as well as in the PIBIC/UFPB project “Communication and Evidence: Opportunities in the Quality of Accounting Information in Integrated Reporting.”

The study adopts a qualitative approach, characterized as descriptive and interpretative. The methodological procedures involved the preparation of an experience report based on documentary records, including research reports, published abstracts, certificates of participation in events, scientific productions, and the student’s own reflective analysis of her academic journey throughout the projects. Data analysis was carried out through thematic content analysis, aiming to identify the meanings attributed by the author to her participation in the research activities.

The findings emphasize the relevance of incentive programs as instruments for fostering scientific research and reflective practice, strengthening students’ academic and professional development. Furthermore, the report highlights the challenges faced, the lessons learned, and the contributions arising from participation in the projects, considering their academic, personal, and professional impacts.