Resumo

SLONGO, Iône Inês Pinsson  e  LORENZETTI, Leonir. Scientific initiation: an analizis through the epistemolgy of Fleck. Sér.-Estud. [online]. 2015, n.39, pp.231-252. ISSN 2318-1982.  https://doi.org/10.20435/2318-1982-2015-v.39(14).

The reported study was to investigate the way that graduation professors insert the students in the research universe. The epistemological categories of Fleck (1986; 2010): thinking style, collective thought, esoteric and exoteric circles and inter and intra-collective ideas circulation oriented the study. Eighty-eight professors participated in the research, advisors of scientific initiation projects in graduation courses from different areas of knowledge, in a Community University in the west of Santa Catarina. The data was collected through application of a questionnaire, with BREfocus in the activities recommended by the advisors professors. The study points that professors give prominence to the activities that promote the appropriation of the conceptual aspects, the specific language and the research method. They stimulate the perfomance of the apprentices in all the stages of the process, emphasizing the results socialization and the participation in the research groups activities.

Palavras-chave : Scientific Initiation; Fleck Epistemology; Graduation Courses.

        · resumo em Português     · texto em Português     · Português ( pdf )