A pré-iniciação científica: Um processo de inclusão ou segregação?

Abstract

Scientific Initiation and Research is a structuring axis of high school. However, the scientific initiation developed in high school comes from Scientific Pre-initiation Programs (PIC). These Programs are developed in higher education research and teaching institutions. The inclusion of young people in these Programs is meritocratic and is based on social inclusion. These criteria eliminate a representative portion of students. This study analyzed the opinion of 126 high school students who did not participate in the PIC Program, “Project Young Talents for Science (FAPERJ)” (PJT), from Colégio Estadual Deodato Linhares, in the city of Miracema, Rio de Janeiro, Brazil. The methodology was exploratory and qualitative, whose starting question was: For you what is PJT? The testimonies were analyzed by the Content Analysis Technique, where 55% of the participants were female gender, 40% of male gender and 5% no binaries gender, among them, 27% characterized the Program as a PIC; 7.9% declared they were unaware of the Program; 14.3% dismissed the Program and 43.6% considered the Program as an opportunity for intellectual, social or professional growth. These results pointed out the lack of disclosure, the development of the school segregation process and the need to discuss the concept of social inclusion of the PIC Programs instituted in the country.