O processo formativo dos/as graduandos/as do curso de Pedagogia do CFP/UFCG (Campus de Cajazeiras) para tornar se pesquisador (a).

Abstract

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.