Abstract:
This research addresses complexity as a way for knowledge producers to understand scientific activity and its importance, not by simplifying the investigative process through the distancing of the subject but, instead, by critically reflecting on the ambiguities that are inherent in Science. This discussion takes place within a theoretical framework of Sociology of Science and with the analysis of responses to an interview provided by postgraduate students and professors of a public, federal university. The results reveal the perception of external influences in scientific activity, but little reflection on what these influences represent on what scientific activity really is. The training of scientists proves to be utilitarian, uncritical and unreflective with regard to the complexity of science.
Keywords:
Higher education; Intellectual production; Knowledge production; Science training