Contribuições para o aprendizado de metodologia da pesquisa científica

Abstract

In Brazil the teaching of the Methodology of Scientific Research is one of the main gaps in most of the undergraduate courses in the health area. Among the various reasons that contribute to this reality, one is possibly the understanding that at this stage of the training of future professionals it is enough to be presented with what Freire-Maia called "science already done", that is, it would be only suffice to present them the set of knowledges considered as valid and unquestionable at a given time. This contrasts with two findings: all health professionals are urged, from the beginning of their training, to follow methodological procedures, although they can not discuss about it; even in the rare opportunities in which the Research Methodology is taught, what is taught are guidelines for writing Course Completion Works (TCC), resulting in a restricted vision of what is Scientific Methodology. The authors, therefore, propose that the teaching of this theme be included in all undergraduate health courses, in a transversal way and in association with actions aimed at improving digital and informational literacy. Such a combination would meet the demands of the Digital Society, which goes toward the intensive use of Digital Information and Communication Technologies (TDIC), highlighting the need for lifelong training. The ICTs, likewise, lead to the contingencies of the Information Society, which determines that it is also important to acquire digital competence, metacognition and autonomy. Thus, even professionals who do not wish to dedicate themselves in the future to teaching or research activities can benefit from learning Research Methodology. In convergence with the acquisition of these other skills, this would allow them to re-signify practices and knowledge, enabling them to contribute to the production and validation of new knowledge. The work is part of a sequence of articles that will constitute a methodology course, configuring its theoretical content, and will be complemented with other materials, using online EAD resources. The material presented here exposes the problem, proposes integrated solutions and discusses the typology of knowledge.