Iniciação científica na graduação: análise simbólica das interações infocomunicacionais na perspectiva da construção de conhecimento

Abstract

This study sought to identify and understand how the symbolic-affective elements are structured in the constitution of the individual identities of students involved in scientific initiation projects in higher education institutions. Specifically, it sought to understand how these elements influence the motivation of their behaviors during infocommunicational interactions, influencing information sharing activities, their autonomous knowledge building processes and the contributions of these elements to the establishment of identity bonds with the institution. The research, of an applied nature and qualitative approach, was developed based on an adaptation of the works of Mark and Pearson (2018) and Pearson and Marr (2007), which described twelve types of typological patterns based on the imaginary, and uses as techniques for data collection, a semi-structured interview and the drawing of a picture, followed by an interview about it. The research subjects are five undergraduate students of the Library Science course, who participated in scientific initiation activities within the Information and Imaginary Studies Bureau (GEDII), a research group based at the School of Informa-tion Science at the Federal University of Minas Gerais, between the years 2018 and 2019. From the results of the survey, it was possible to identify the typological profiles of the group's fellows, as well as the group itself. Based on this evaluation, it was possible to understand how the sharing of information, in scientific initiation projects, was influenced by the alignment of the informational needs of the scholarship holders with one of the patterns of structuring the imaginary proposed by the authors and, consequently, in a second movement, the alignment of the students. informational interests with the profile assigned to supervisors and the research group at the level of individual and group imaginary. Among other contributions of the study to the area of Information Science, it could be highlighted that, based on the understanding of the particular experience of the subjects involved in scientific initiation experiences, the methodology used allowed to elucidate part of the mechanisms underlying the complexity and the uniqueness both of the infocommunication interactions and of the emotional attachment involved in the knowledge building actions, as well as of the diversity of the motivations behind them.