Abstract
This article is based on doctoral research and analyzes the implementation and re-contextualization of the Institutional Program of Scientific Initiation Grants for High-School (PIBIC-EM) at the Federal University of Santa Catarina (UFSC), using interviews with grantees, supervisors and co-supervisors. Bourdieu’s concepts of habitus, intellectual collective and academic field were essential to develop an understanding of the praxis of supervisors, research groups and grantees. Moreover, we use Vygotsky’s concept of proximal zone of development, highlighting the importance of interaction of subjects in different phases of learning in the academic field. The analysis points to the limits and opportunities of the grantees’ process of entry in the Scientific Initiation Grant Program. The supervisors and research groups were decisive in the initial training of the high-school researchers, based on issues such as: writing projects; choice of research subject; data collection and analysis of the research object; preparation for presentation in scientific initiation seminars; and the awakening of the grantees to an academic career. However, limits were found including: the outsourcing of supervision to research groups and or graduate and undergraduate students; a predominance of virtual supervision; inexperience and limited preparation of the (co) supervisors for this function; excessive activities the university supervisors have to accomplish. This context points that programs are necessary to train supervisors in the specif work with high school students.
High-School Scientific Initiation Grants; PIBIC-EM; Supervision; Academic field; Relation between high school and higher education