Iniciação científica na educação básica: perspectivas e desafios dos professores orientadores em escolas públicas estaduais de ensino médio em Minas Gerais

Abstract

This research aimed to investigate the perspectives and challenges faced by teachers and mentors in the development of Scientific Initiation in Basic Education (ICEB) in public state high schools in Minas Gerais. To this end, a qualitative approach was adopted, aiming to respond to the following specific objectives: to map the legal documents that support and encourage the practice of scientific initiation in high school; to characterize the professional profile of teachers involved in ICEB in Minas Gerais; to identify the main motivations and initial challenges faced by these teachers; to analyze the perspectives and challenges faced by them in the development of activities related to ICEB. The investigation used two complementary methodological techniques: documentary research, which analyzed legislation and resolutions pertinent to ICEB in the state of Minas Gerais, and the application of semi-structured questionnaires, with the purpose of identifying the profile of teachers, the challenges faced and the perspectives on the development of scientific initiation in the school context. The analysis of the data produced was conducted through triangulation of information, seeking to identify patterns, convergences and specificities of the experience of teachers and tutors. Next, a content analysis was carried out, with the aim of establishing common categories among the participants that could elucidate the central question of the research. The theoretical framework adopted was based on the contributions of Paulo Freire, Antônio Nóvoa, Maurice Tardif, Adla Teixeira, Demerval Saviani, Débora Miranda, Bruna Lorenzoni, whose works offered support for the critical understanding of teacher training and practice, as well as the importance of scientific initiation in basic education. The research proposes improvements to the ICEB program, highlighting the relevance of encouraging scientific thinking in high school and its impact on the development of students' critical sense. Furthermore, this study emphasizes the need for policies that expand the granting of scientific initiation scholarships to student researchers, as well as the urgency of reducing bureaucracy in access to resources allocated to the program. Finally, the study reaffirms the relevance of ICEB not only as an instrument for promoting scientific thought, but also as a strategy for resisting the denial of science. The valorization of science in the educational context is an essential step towards guaranteeing citizenship and autonomy for students, allowing them to play a greater role in the construction of knowledge.