Compreendendo o significado da trajetória e experiências sociais dos alunos cotistas que buscam desenvolver iniciação científica (IC)
Abstract
This work aims to understand the relationship between the subject's social position (focusing
on racial and class relations) and his scientific training at the University, through the study of
the trajectories of students from the Biological Sciences course at UFSCar who entered the
system of quotas in Sisu and sought to develop Scientific Initiation activities. Data collection
was carried out through a semi-structured interview with 6 students, carried out virtually by
the Google Hangouts platform, which addressed questions about the identification of
respondents, life trajectory before entering university, university experience and admission
through Affirmative Actions and questions about the Scientific Initiation Experience and
academic life. Complementary data collection by Google forms was also carried out. Data
analysis was performed based on the Phenomenology described by Merleau-Ponty. The
results showed that the social position of the subject interferes with the scientific trajectory,
making it difficult for them to be included in the research activity and that this interference is
especially linked to the precarious quality of basic education, resulting in the difficulty of
implementing the scientific skills necessary for carrying out the project. And that however,
students were able to develop strategies to overcome the challenges encountered in the
academic and scientific trajectory that enabled the insertion of these students in academic
activity. It is concluded that the difficulty of students' insertion in the scientific activity is
related to the bureaucratic issues of the requirements established by research institutions,
which has made it increasingly difficult to accept and grant scholarships for research projects
in general. Indicating the necessary continuous monitoring of data and statistics on the
socioeconomic, racial and other profile of participants in scientific institutions, such as social
indicators and the expansion of more inclusive selection processes in academic and research
activities.
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