Produção de conhecimento científico no ensino superior: contribuições da Ciência da Informação e recursos educacionais

Abstract

The contemporary digital world and the information age reflect on the student's profile and their relationship with Universities and professors. The role of training future professionals resulted in low learning achievement and studies with little quality and adherence to the market. Aiming to reduce the difficulty of building scientific knowledge identified in the literature, this thesis proposes an artifact that can contribute to this challenge. We chose to use Design Science Research because it is a prescriptive methodology, building satisfactory solutions to solve real problems, with rigor and relevance. In addition to a documentary analysis of the legislation, a Systematic Literature Review was conducted using the Scopus, Brapci, ERIC, and Dimensions databases, considering the period from 2017 to 2021. Initially, 583 publications were retrieved, to which inclusion and exclusion criteria were applied and, after analysis, 68 studies remained. The theoretical foundation for the construction of the artifact considered "Information Science and the construction of scientific knowledge", "Higher education" and "Educational and technological resources". The developed artifact is a course in EaD format, built and held as a teaching internship of the author, offered to undergraduate students in Librarianship at UFMG, entitled "Tools for productivity in research and projects". Active methodologies and technological resources were adopted, such as statistical software, plagiarism detectors, bibliographic reference managers (MSOffice®, Google forms®, StArt, R, Power BI®, Zotero and CopySpider software) to assist in the quality of scientific production and integrity. To identify possible advances in scientific literacy, a questionnaire was applied before and after the course. The results show that there was a reduction of difficulties in all aspects at the end of the course, indicating the effectiveness of the proposed artifact. It can be inferred that the technological resources were successful, becoming important allies - but technology alone does not solve the problem. The conclusions are that there was a better use of learning through the use of active methodologies combined with several practical activities that help the student understand the content, accompanied by mentoring. The artifact enabled a change in the students' perception regarding the difficulty they had in scientific production, bringing them closer in a more adequate and healthy way to the construction of a consistent knowledge and its application in the market, allowing students to make decisions and solve future problems based on science. Therefore, the results of this research are satisfactory and met the proposed objective, demonstrating contributions of IC to the improvement of undergraduate scientific production. It is believed that research activities can be part of the academic routines in a less stressful way, more integrated with extension and teaching. We suggest the anticipation of scientific production activities from the beginning of undergraduate courses, valuing the relevance and rigor of scientific studies and the application of the validated artifact in other contexts.