VIEIRA, E. F. S.; http://lattes.cnpq.br/0996282064777588; VIEIRA, Everton Felipe Silva.
Resumo:
This study develops its discussions by highlighting the importance of research in the training of
pedagogues, positioning it as an essential pillar for the construction of knowledge and academic
development in higher education, especially in the context of public universities. The main
objective of the research is to investigate how the training process for research occurs during the
undergraduate course, as well as how to be and become a researcher. The specific objectives
include: Discussing the curricular proposal of the Pedagogy Course of CFP/UFCG/Cajazeiras for
the scientific initiation of undergraduate students, and how the university articulates and teaches
research and extension; and Reflecting on the possibilities of Scientific Initiation, which the
undergraduate student has in his/her initial training at the university; and Understanding how the
Pedagogy degree course CFP/UFCG (Cajazeiras campus) prepares the student to become a
researcher throughout the undergraduate course. The main question guiding this study is: how does
the Pedagogy course at CFP/UFCG, Cajazeiras Campus, promote the training of undergraduates as
researchers, and what are the main limitations and challenges faced by students in this process? This
research adopts a qualitative approach, with the campus of the Teacher Training Center of the
Federal University of Campina Grande, in Cajazeiras/PB, as its locus. The research subjects were
the students themselves at the institution and the research and extension coordinator, and data
collection was carried out through document analysis and semi-structured interviews. The research
revealed that undergraduate students recognize the importance of research in their educational path,
but point out limitations in this process, such as the lack of financial incentives and institutional
support. In addition, they mention the lack of public policies that promote research in the
undergraduate program, which hinders students' more solid participation in scientific activities.