Contribuições do Programa Institucional de Bolsas de Iniciação Científica (PIBIC) para a formação do aluno de psicologia

The undergraduate courses in Psychology have been historically pointed as defective in aspects related to the critical education and the integration between theory and practice. Hence, the scientific education has been considered a possibility to overcome those lacks. Therefore, this study has inves...

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Autor principal: Oliveira, Andressa Maia de
Outros Autores: Yamamoto, Oswaldo Hajime
Formato: Dissertação
Idioma:por
Publicado em: Universidade Federal do Rio Grande do Norte
Assuntos:
Formação do psicólogo. Política científica. PIBIC. Alunos de psicologia. Iniciação científica. Formação em pesquisa
Psychologist undergraduate education. Science and technology policies. PIBIC. Psychology students. Undergraduate scientific research. Scientific research education
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
Endereço do item:https://repositorio.ufrn.br/jspui/handle/123456789/17548
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id ri-123456789-17548
record_format dspace
institution Repositório Institucional
collection RI - UFRN
language por
topic Formação do psicólogo. Política científica. PIBIC. Alunos de psicologia. Iniciação científica. Formação em pesquisa
Psychologist undergraduate education. Science and technology policies. PIBIC. Psychology students. Undergraduate scientific research. Scientific research education
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
spellingShingle Formação do psicólogo. Política científica. PIBIC. Alunos de psicologia. Iniciação científica. Formação em pesquisa
Psychologist undergraduate education. Science and technology policies. PIBIC. Psychology students. Undergraduate scientific research. Scientific research education
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
Oliveira, Andressa Maia de
Contribuições do Programa Institucional de Bolsas de Iniciação Científica (PIBIC) para a formação do aluno de psicologia
description The undergraduate courses in Psychology have been historically pointed as defective in aspects related to the critical education and the integration between theory and practice. Hence, the scientific education has been considered a possibility to overcome those lacks. Therefore, this study has investigated the undergraduate education process of Psychology students with PIBIC (Portuguese acronym for Undergraduate Scientific Research Scholarships Institutional Program) scholarships from CNPq (Portuguese acronym Brazilian National Council of Scientific and Technological Development). The scholarship program has been a strategic tool for the undergraduate scientific research. Electronic questionnaires have been sent to all the PIBIC scholarship students of Psychology in Brazil (622; 104 have answered), containing questions about the program developed activities, tutoring and advising, PIBIC evaluation and other ones. The students scientific and academic production has also been investigated through their Lattes (CNPq s Platform in which researchers have their academic résumés). The major part of the participants (70%) has stated that the first motivation to be in the program had been their interest in the research or in the academic career. Furthermore, 60% of the scholarship students has worked as volunteers before receiving PIBIC scholarship. Among the students who have answered the research, 65,4% has reported they are tutored directly by their advisors, and 80% of them attends one or more than one advising meeting every fifteen days. It has been identified that the Psychology scholarship students do not participate in all the research activities and that the proximity with the advisor is related to the accomplishment of tasks which contributes with the student critical and reflexive education. Finally, less than 25% of the students has published scientific articles or book chapters during the scholarship, what XI demonstrates a possible exclusion of them in that phase of the process. In general, the scholarship students evaluate the program positively by revealing that it contributes with their professional and academic education. For those reasons, it is observed PIBIC s potential role for the undergraduate education in order to develop more critical psychologists able to propose innovations and contextualized practices. However, the results obtained in programs like the studied one denounce the disqualification of the provided undergraduate education for the major part of the university students, who do not have a PIBIC scholarship. As a result, it is emphasized that it there should be more investment for improving the quality of the undergraduate education itself and not only for programs which are available for few students
author2 Yamamoto, Oswaldo Hajime
author_facet Yamamoto, Oswaldo Hajime
Oliveira, Andressa Maia de
format masterThesis
author Oliveira, Andressa Maia de
author_sort Oliveira, Andressa Maia de
title Contribuições do Programa Institucional de Bolsas de Iniciação Científica (PIBIC) para a formação do aluno de psicologia
title_short Contribuições do Programa Institucional de Bolsas de Iniciação Científica (PIBIC) para a formação do aluno de psicologia
title_full Contribuições do Programa Institucional de Bolsas de Iniciação Científica (PIBIC) para a formação do aluno de psicologia
title_fullStr Contribuições do Programa Institucional de Bolsas de Iniciação Científica (PIBIC) para a formação do aluno de psicologia
title_full_unstemmed Contribuições do Programa Institucional de Bolsas de Iniciação Científica (PIBIC) para a formação do aluno de psicologia
title_sort contribuições do programa institucional de bolsas de iniciação científica (pibic) para a formação do aluno de psicologia
publisher Universidade Federal do Rio Grande do Norte
publishDate 2014
url https://repositorio.ufrn.br/jspui/handle/123456789/17548
work_keys_str_mv AT oliveiraandressamaiade contribuicoesdoprogramainstitucionaldebolsasdeiniciacaocientificapibicparaaformacaodoalunodepsicologia
_version_ 1773962236890447872
spelling ri-123456789-175482017-11-04T12:46:11Z Contribuições do Programa Institucional de Bolsas de Iniciação Científica (PIBIC) para a formação do aluno de psicologia Oliveira, Andressa Maia de Yamamoto, Oswaldo Hajime http://lattes.cnpq.br/9940406886319311 http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787892Z9&dataRevisao=null Falcão, Jorge Tarcisio da Rocha http://lattes.cnpq.br/9066230660650393 Menandro, Paulo Rogério Meira http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787996D1 Formação do psicólogo. Política científica. PIBIC. Alunos de psicologia. Iniciação científica. Formação em pesquisa Psychologist undergraduate education. Science and technology policies. PIBIC. Psychology students. Undergraduate scientific research. Scientific research education CNPQ::CIENCIAS HUMANAS::PSICOLOGIA The undergraduate courses in Psychology have been historically pointed as defective in aspects related to the critical education and the integration between theory and practice. Hence, the scientific education has been considered a possibility to overcome those lacks. Therefore, this study has investigated the undergraduate education process of Psychology students with PIBIC (Portuguese acronym for Undergraduate Scientific Research Scholarships Institutional Program) scholarships from CNPq (Portuguese acronym Brazilian National Council of Scientific and Technological Development). The scholarship program has been a strategic tool for the undergraduate scientific research. Electronic questionnaires have been sent to all the PIBIC scholarship students of Psychology in Brazil (622; 104 have answered), containing questions about the program developed activities, tutoring and advising, PIBIC evaluation and other ones. The students scientific and academic production has also been investigated through their Lattes (CNPq s Platform in which researchers have their academic résumés). The major part of the participants (70%) has stated that the first motivation to be in the program had been their interest in the research or in the academic career. Furthermore, 60% of the scholarship students has worked as volunteers before receiving PIBIC scholarship. Among the students who have answered the research, 65,4% has reported they are tutored directly by their advisors, and 80% of them attends one or more than one advising meeting every fifteen days. It has been identified that the Psychology scholarship students do not participate in all the research activities and that the proximity with the advisor is related to the accomplishment of tasks which contributes with the student critical and reflexive education. Finally, less than 25% of the students has published scientific articles or book chapters during the scholarship, what XI demonstrates a possible exclusion of them in that phase of the process. In general, the scholarship students evaluate the program positively by revealing that it contributes with their professional and academic education. For those reasons, it is observed PIBIC s potential role for the undergraduate education in order to develop more critical psychologists able to propose innovations and contextualized practices. However, the results obtained in programs like the studied one denounce the disqualification of the provided undergraduate education for the major part of the university students, who do not have a PIBIC scholarship. As a result, it is emphasized that it there should be more investment for improving the quality of the undergraduate education itself and not only for programs which are available for few students Coordenação de Aperfeiçoamento de Pessoal de Nível Superior A graduação em Psicologia tem sido, historicamente, apontada como deficitária em aspectos relacionados à formação crítica e integração entre teoria e prática. Nesse sentido, a formação científica é indicada como uma possibilidade para suprir essas lacunas. Dessa forma, este trabalho investigou como acontece a formação dos alunos de Psicologia bolsistas do PIBIC/CNPq, iniciativa estratégica para a formação inicial em pesquisa na graduação. Foram enviados questionários eletrônicos para todos os bolsistas em Psicologia do Brasil (622, 104 responderam), com questões sobre atividades desenvolvidas, orientação, avaliação sobre o programa, entre outras. Investigou-se também a produção acadêmico-científica, por meio de consulta aos currículos Lattes dos respondentes. A maioria dos participantes (70%) afirmou que a principal motivação para entrar no programa foi o interesse na pesquisa ou na carreira acadêmica. 60% dos bolsistas exerceram atividade como voluntários antes de serem contemplados com a bolsa. Dos respondentes, 65,4% são de fato acompanhados diretamente pelo orientador e 80% têm orientações uma ou mais vezes a cada 15 dias. Identificou-se que os bolsistas de Psicologia não participam de todas as atividades da pesquisa e que a proximidade com o orientador está relacionada à realização de tarefas que favorecem a formação crítico-reflexiva do aluno. Por fim, menos de 25% dos alunos publicaram artigos ou capítulos de livros, demonstrando possível exclusão do aluno dessa fase. No geral, os bolsistas avaliam positivamente o programa, acreditando que esse contribui para sua formação acadêmica e profissional. Diante disso, assinala-se o potencial do PIBIC para a formação de psicólogos mais críticos e capazes de propor inovações e práticas contextualizadas. Contudo, resultados obtidos em programas como esse denunciam a desqualificação da formação que a maior parte dos alunos, não bolsistas, recebem. IX Assim, ressalta-se que deve haver maior investimento para melhoria do ensino de graduação e não apenas para programas que atingem poucos alunos 2014-12-17T15:39:04Z 2014-06-04 2014-12-17T15:39:04Z 2013-08-23 masterThesis OLIVEIRA, Andressa Maia de. Contribuições do Programa Institucional de Bolsas de Iniciação Científica (PIBIC) para a formação do aluno de psicologia. 2013. 101 f. Dissertação (Mestrado em Psicologia, Sociedade e Qualidade de Vida) - Universidade Federal do Rio Grande do Norte, Natal, 2013. https://repositorio.ufrn.br/jspui/handle/123456789/17548 por Acesso Aberto application/pdf application/pdf Universidade Federal do Rio Grande do Norte BR UFRN Programa de Pós-Graduação em Psicologia Psicologia, Sociedade e Qualidade de Vida

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