<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052021000400578</article-id>
<article-id pub-id-type="doi">10.12957/teias.2021.52821</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A PESQUISA NA INICIAÇÃO CIENTÍFICA DE ENSINO MÉDIO E O JOVEM ESTUDANTE: uma visão semiótica e auto-organizada]]></article-title>
<article-title xml:lang="en"><![CDATA[RESEARCH IN SCIENTIFIC INITIATION OF HIGH SCHOOL AND YOUNG STUDENT: a semiotic and self-organized view]]></article-title>
<article-title xml:lang="es"><![CDATA[INVESTIGACIÓN EN INICIACIÓN CIENTÍFICA DE ESCUELA SECUNDARIA Y ESTUDIANTE JOVEN: una vista semiótica y autoorganizada]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Antunes]]></surname>
<given-names><![CDATA[Alan Rodrigo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Márcia Regina Canhoto de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,IFMS - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,UNESP - Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>22</volume>
<numero>67</numero>
<fpage>578</fpage>
<lpage>592</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052021000400578&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052021000400578&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052021000400578&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nesta pesquisa são apresentadas as percepções dos jovens estudantes que vivenciaram a Iniciação Científica (I.C.) de Ensino Médio (E.M.) em uma instituição federal de ensino. Participaram 13 ex-orientandos em um desenho longitudinal de 8 anos. Usou-se como referencial teórico a Semiótica de Charles S. Peirce, a Teoria da Auto-organização de Michel Debrun e a Sociologia da Juventude. Foi caracterizada como uma pesquisa na ação, fundamentada nas ideias de Lawrence Stenhouse e teve como principais objetivos: analisar o processo educacional em um ambiente de I.C. de E.M.; e apontar as percepções dos sujeitos da pesquisa em relação à formação proporcionada pelo aprendizado compartilhado entre orientador e jovem estudante. Sendo assim, o processo educacional apresentou valorização da conclusão do E.M. e da apropriação de novos conhecimentos; e aporte significativo da I.C. para as disciplinas escolares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this research, the perceptions of young students who experienced Scientific Initiation (I.C.) of High School (E.M.) in a federal educational institution are considered. 13 former supervisors participated in an 8-year longitudinal design. Use Charles S. Peirce's Semiotics, Michel Debrun's Theory of Self-Organization and the Sociology of Youth as a theoretical framework. It was characterized as a research in action, based on the ideas of Lawrence Stenhouse and had as the main objectives: to analyze the educational process in an environment of I.C. of E.M.; and they point out as perceptions of the research subjects in relation to the training provided by the learning shared between tutor and young student. Thus, the educational process showed appreciation for the conclusion of the E.M. and the appropriation of new knowledge; and a significant contribution from the I.C. to school subjects.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En esta investigación se presentan las percepciones de los jóvenes estudiantes que experimentaron la Iniciación Científica (I.C.) de High School (E.M.) en una institución educativa federal. Trece ex alumnos participaron en un diseño longitudinal de 8 años. La semiótica de Charles S. Peirce, la teoría de la autoorganización de Michel Debrun y la sociología de la juventud se utilizaron como referencia teórica. Se caracterizó como una investigación de acción, basada en las ideas de Lawrence Stenhouse y tenía como objetivos principales: analizar el proceso educativo en un entorno de I.C. de E.M.; y señalar las percepciones de los sujetos de investigación en relación con la capacitación brindada por el aprendizaje compartido entre el tutor y el joven estudiante. Así, el proceso educativo mostró aprecio por la conclusión de la E.M. y la apropiación de nuevos conocimientos; y una contribución significativa del I.C. a las materias escolares.]]></p></abstract>
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<kwd lng="pt"><![CDATA[iniciação científica]]></kwd>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
<kwd lng="en"><![CDATA[youth culture]]></kwd>
<kwd lng="en"><![CDATA[scientific research]]></kwd>
<kwd lng="en"><![CDATA[high school]]></kwd>
<kwd lng="es"><![CDATA[cultura juvenil]]></kwd>
<kwd lng="es"><![CDATA[iniciación Científica]]></kwd>
<kwd lng="es"><![CDATA[escuela secundaria]]></kwd>
</kwd-group>
</article-meta>
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