Interactions and formative practices in the scientific initiation of high school technical education students

Authors

  • Evandro Gonçalves Leite Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte – Campus Pau dos Ferros (IFRN)
  • Regina Celi Mendes Pereira Universidade Federal da Paraíba (UFPB)
  • Maria do Socorro Maia Fernandes Barbosa Universidade do Estado do Rio Grande do Norte (UERN)

DOI:

https://doi.org/10.4013/cld.2022.201.01

Keywords:

iniciação científica, ensino médio, mediação formativa

Abstract

We aim to analyze interactions and their formative implications in the scientific initiation of students at high school technical education, based on the understanding of subjects, advisors and students who experienced this process. For this purpose, we used surveys applied to advisors and students participating in scientific initiation projects, completed between 2015 and 2017, at the XXXXX, in the area of Agrarian Science. From the surveys, we selected some questions about the interactions of participants with each other and with texts, and the formative implications. We analyzed the data using a qualitative-interpretative approach, based on theoretical subsidies from different fields: socio-interactionists (Vigotski, 2007, 2009; Volóchinov, 2017), from the area of education (Demo, 2011a, 2011b, 2012; Lave & Wenger, 2008; Wenger, 1998) and studies on literacy (Barton et al., 2000; Street, 1984, 2000) and academic literacy (Lea & Street, 1998, 2014). In the responses to the surveys, both groups of participants stated that the students built significant interactions with their advisors, in meetings and in carrying out research activities, as well as with texts and other artifacts. This process, according to them, enabled the construction, by the students, of scientific knowledge, both of a technical/formal and political nature.

Keywords: scientific initiation; high school; formative mediation.

Author Biographies

Evandro Gonçalves Leite, Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte – Campus Pau dos Ferros (IFRN)

Doutor em Letras pela Universidade do Estado do Rio Grande do Norte (UERN); Professor de Língua Portuguesa e Literatura no Campus Pau dos Ferros do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN). 

Regina Celi Mendes Pereira, Universidade Federal da Paraíba (UFPB)

Doutora em Letras pela Universidade Federal de Pernambuco (UFPE); Professora na graduação em Letras e na pós-graduação em Linguística na Universidade Federal da Paraíba (UFPB); Bolsista de produtividade em pesquisa 1D do CNPq. 

Maria do Socorro Maia Fernandes Barbosa, Universidade do Estado do Rio Grande do Norte (UERN)

Doutora em Estudos da Linguagem pela Universidade Federal do Rio Grande do Norte (UFRN); Professora colaboradora do Programa de Pós-graduação em Letras da Universidade do Estado do Rio Grande do Norte (UERN).

Downloads

Published

2022-12-30

How to Cite

Leite, E. G., Pereira, R. C. M., & Barbosa, M. do S. M. F. (2022). Interactions and formative practices in the scientific initiation of high school technical education students. Calidoscópio, 20(1), 04–27. https://doi.org/10.4013/cld.2022.201.01

Issue

Vol. 20 No. 1 (2022):  Número Atemático (v. 20, n. 1 - 2022, jan/abr)

Section

Articles

License

I grant the journal Calidoscópio the first publication of my article, licensed under Creative Commons Attribution license (which allows sharing of work, recognition of authorship and initial publication in this journal).

I confirm that my article is not being submitted to another publication and has not been published in its entirely on another journal. I take full responsibility for its originality and I will also claim responsibility for charges from claims by third parties concerning the authorship of the article.

I also agree that the manuscript will be submitted according to the journal’s publication rules described above.