A importância do PIBIC para a formação e o habitus de pesquisador

Abstract

This work analyses the contributions towards teacher formation resulting from an experience acquired in scientific research. Therefore, this monograph aims at analyzing the Institutional Scholarship and Scientific Research Program (PIBIC/CNPq) by observing its assumptions and how they collaborate for the existence of researcher teachers and the constitution of the habitus of a researcher. Throughout the development of this work, it was found that PIBIC assists in the process of acquiring the set of provisions that an individual incorporates, assimilates and learns, once (s)he participates in and knows the research environment. Because of the exploratory nature of this research, CAPES scientific journals were used in order to search for articles that contained 'teaching' and 'research' in their titles, using the Boolean operator AND, and whose publications had been registered from 2015 to 2020. Fifty-two articles that could be related to the study were found, although some of them did not dwell on the relationship between teaching and research specifically. Thus, 20 articles remained and illustrated, by means of the analysis, that there is a prevalence of terms such as research, initial teacher education, teaching, continuous teaching education and the questioning of the curriculum as key factors when it comes to the discussion approaching teaching and research.