The insertion of students in research, development & innovation projects: development and professional training
Keywords:Applied research; PBL Methodology; Qualified training
The Innovation Pole develops actions aimed at meeting the demands of the production chains for Research, Development and Innovation (R, D & I) activities. Within its structure, has a coordination of Human Resources Training that is responsible for monitoring actions focused on the training process of students involved in projects, in order to complement their qualification in their training path and professional practices. This monitoring has within its main scope, the formalization of the entry of students in applied research projects, as well as their permanence and performance in activities, qualification, training and evaluation. Thus, the present study aims to form indicators through the quantity of students from the Federal Institute of Ceará inserted in research projects developed at the Fortaleza Innovation Pole, their origin and degree courses, as well as to understand how students are accredited, selected, trained and evaluated. The results indicate more than three hundred students in applied research projects, distributed in courses from the technical level to the doctorate. They also indicate criteria for accreditation; participation in courses, lectures and workshops to increase the selection process; assessment and self-assessment processes and use in the PBL Problem Based Learning (PBL) methodology. The results also indicate the use of a student accreditation notice, as well as instruments for their selection and evaluation.
Araújo, E., Florambel, H., Jucá, S., & Silva, S. (2019). Avanços da Educação Profissional no Brasil e sua subordinação histórica ao sistema capitalista. Research, Society And Development, 8(8), 30881224. doi: 10.33448/rsd-v8i8.1224
Brasil. (2013). Decreto Nº 1.291 de 30 de dezembro de 2013. Diário Oficial [da] República Federativa do Brasil, Poder Executivo, Brasília, DF, 31 dez. 2013. Seção 1, nº 253.
Brasil. (2015). Portaria do Ministério da Educação de 13 de agosto de 2015. Dispõe o funcionamento dos Polos de Inovação. Diário Oficial [da] República Federativa do Brasil, Poder Executivo, Brasília, DF, 17 ago. 2015. Seção 1, nº 156.
Duch, B. J., Groh, S. E. & Allen, D. E. (2001). The Power of Problem-Based Learning: a practial “how to” for reaching undergraduate courses in any discipline. Stylus Publishing, LLC, Virginia.
Haydt, R. C. (2000). Avaliação do processo ensino-aprendizagem. Ed. Ática, São Paulo.
PARO, V. H. (1986). Administração Escolar: Introdução Crítica. Cortez; Autores Associados, São Paulo.
Mitre, S.M., Siqueira-Batista, R., Giardi-De-Mendonca, J.M. (2008). Metodologias ativas de ensino-aprendizagem na formação profissional em saúde: debates atuais. Ciência & Saúde Coletiva, 13(2):2133-2144.
Richardson, R. J. (1999). Pesquisa social: métodos e técnicas. Ed. Atlas , São Paulo.
Rocha, P., Jucá, S., & Silva, S. (2019). Projetos em disputa: políticas públicas contraditórias no âmbito da Educação Profissional no Brasil. Research, Society And Development, 8(5), 1785927. doi: 10.33448/rsd-v8i5.927
Savin-Baden, M. (2000). Problem-Based Learning in higher education: untold stories. Buckingham, Open University Press.
How to Cite
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.