A formação do estudante pesquisador na iniciação científica e suas relações de poder-saber

Abstract

The aim of this dissertation is to investigate how the power-knowledge relationship between students and lecturers takes place in Scientific Initiation and to what extent it contributes (or not) to the subjectivation and constitution of the novice researcher. Specifically, the aim is to i) present an overview of research that has Scientific Initiation (SI) as its object of investigation; ii) analyze, from the student perspective, how power-knowledge relations make up the process of formation in the development of the novice researcher and the images of what Scientific Initiation is for them and iii) analyze, from the teacher perspective, how power-knowledge relations take effect in the process of orientation in SI, and how these relations produce the subjectivity of the supervising teacher. The work is organized in multipaper format, with an introduction, three articles and final considerations. The theoretical-methodological framework is made up of the philosophical/epistemological assumptions of Michel Foucault (2014, 2018, 2019, 2014, 2020) and other contributors. The technique used was the application of an online questionnaire/interview to students and teachers who are involved in the practice of Scientific Initiation at a public state university in the state of Bahia. As a result, we realized that the student, as a beginner researcher involved in CI, is a product of power relations and knowledge, inserted in a logic in which the discursive regularities analyzed harmonize the ideals of the scientific community.