Contribuições de um projeto de iniciação científica na formação de estudantes do ensino médio de uma escola do estado do Ceará

Abstract

Ceará Científico is an action promoted by the Secretary of Education of the State of Ceará (SEDUC) with resources from the Technological Innovation Fund (FIT), in partnership with Seara da Ciência, an entity linked to the Federal University of Ceará (UFC), where Scientific initiation works developed in public schools across the state were presented. In this research, we problematize the contributions that a scientific initiation project in Sciences can promote for the formation of high school students in the State of Ceará. The general objective of the present work was to identify the contributions of a scientific initiation project on Science in High School at a school in the State of Ceará. This research is a case study with a qualitative approach, focusing on scientific initiation from the perspective of the experiences lived by two high school students from the development of a scientific project. The research method adopted was the Case Study type. Data collection took place through interviews and documentary research, and the data were analyzed and interpreted through content analysis. It was noticed that the theme of scientific initiation in high school and works carried out on Ceará Científico in the students' views are waning in the literature, having a wide field of research so that it can further strengthen this theme. This fact was expected, because due to the brief history of the main milestones and the evolution of scientific initiation in basic education (High School) it was a slow and late process in our country. In addition, the great contributions in student life that a scientific initiation project provided to students were notorious, both in the personal and academic dimensions, such as: focus, increased learning, student protagonism, professional choice. Therefore, scientific initiation in basic education is an essential tool for science to be worked more prominently, promoting a correct understanding of it, assisting in quality student training, providing better student autonomy and protagonism, leaving students increasingly as active agents in the construction of their learning.