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As Fundações de Amparo à Pesquisa (FAPs) e o desenvolvimento da CT&I na região Norte
(Universidade Federal de São Carlos, 2022-10-26) Santos, Josiane dos; Kerbauy, Maria Teresa Miceli; https://lattes.cnpq.br/4762029784021248; https://lattes.cnpq.br/5492019768945326
The state funding agencies, the Research Support Foundations (FAPs, abbreviation in portuguese) are institutions of financial support for regional scientific research, collaborae with the regional scientific system and with the decentralization of resources to science, technology and innovation (ST&I). The implementation of FAPs in the North region is recent, starting in the 2000s, most of them at the end of this decade. In Amazonas and Pará, FAPs were instituted in 2003 and 2007, respectively. In the other states of the North region, between 2009 - some operating from 2013 - and 2022, the state agency funding ST&I in Roraima, the last FAP created in Brazil. The FAPs make available, among their actions, the funding programs to support regional ST&I. This research investigates how FAPs act in the region and how their funding programs encourage local scientific development. The study describes and analyses the administrative characteristics, the management models and the interests (explicit or not) of the state funding agencies of the North region, these items direct the formulation and purposes of its ST&I promotion programs. It also analyzes the characteristics and purposes of these development programs. The fostering programs analyzed refer to edicts published at three moments: in the first year of operation of each FAP; in 2015; and in 2019. They are framed into four lines of promotion: human resource training (masters and doctors) and institutional support to post-graduate programs; strengthening of research institutions (infrastructure and personnel); research networks in the region; and regional themes. The institutional situation of some FAPs remains almost unchanged in comparison with the beginning of their activities and the current moment: insufficient staff to meet the institutional demands; consecutive budget cuts; and state government measures that interfere with management and operation. The FAPs of Amazonas and Pará have more institutional strength compared to the others, they are also the states with more scientific institutions, i.e. greater representation of the scientific community. The FAPs, as well as decentralisation, have as their objectives the collaboration in the construction of the local scientific agenda. In this sense, research agendas are constructed through dialogues with local scientific actors - represented by the members of the Superior Boards - and the demands of the political actors are designed in the local government plans for the scientific area. As a polysemic word, development has different meanings for each individual, and this is the challenge when promoting it: to conciliate collective interests.
Práticas educativas no ensino de Ciências realizadas no âmbito do PIBID: possibilidades e expectativas
(Universidade Federal de São Carlos, 2022-10-26) Rosalin, Ana Carolina; Furlan, Elaine Gomes Matheus; https://lattes.cnpq.br/3179865576965852; Faria, Paulo Cezar de; https://lattes.cnpq.br/3630521378837174; https://lattes.cnpq.br/4445607301233365
The Institutional Scholarship Program for Teaching Initiation (PIBID) emerged as an initiative to improve and enhance teacher training for basic education, establishing a partnership between Higher Education Institutions and Basic Education schools in the public education network. . Currently, the program is the subject of numerous studies that seek to highlight its importance in the initial training process; however, few works deal with the importance and relevance of the practices adopted by PIBID in Basic Education, more specifically in Science Teaching. This research has the general objective of identifying, in theses and dissertations, the educational practices in Science teaching carried out within the scope of PIBID. In this sense, we seek to answer the following research questions: “What practices are prioritized by PIBID in the area of Science teaching? Where do they occur? How do they occur? The pedagogical practices adopted by PIBID, in Science teaching, mostly fit into which pedagogical models?” The present work uses a qualitative approach, where new information was produced regarding practices in the context of PIBID. It is a descriptive research, because it describes the facts and phenomena of the reality in which the educational practices in the teaching of Sciences carried out within the scope of PIBID are inserted. As for the procedures, it is a bibliographical research, using theses and dissertations as a source of data. The data obtained from reading the dissertations and theses were treated using Discursive Textual Analysis (DTA), as it allows understanding the meanings that the participants have about the aspects under study. We analyzed 16 works (13 dissertations and 3 theses) that showed the following aspects: the fulfillment of the current demands of science teaching by PIBID, in joint work with the school; the possibility for scholarship holders to follow everyday school situations and reflect on them based on discussions that emerge at the university; the possibility of continuing education by supervising professors, through activities developed by pibidians, which can provide theoretical subsidies and arouse interest on the part of supervising professors to incorporate them into their practices, in addition to the possibility of incorporating alternatives for teaching the contents proposed in the day-to-day activities of supervising professors, thus producing a positive and collaborative impact.