CONSTRUÇÃO DO CONHECIMENTO CIENTÍFICO NO ESPAÇO DO ENSINO SUPERIOR BRASILEIRO

Abstract

The theme of the construction of scientific knowledge in the space of college education is contemplated in this article, on a theoretical-analytical nature, with the purpose of giving continuity to the reflections on the role of this knowledge during the construction process of the long human history. For this, the following question was proposed: why develop scientific research as a theoretical-practical methodology for the construction of relevant and meaningful knowledge in the space of College Education? The answer to this question involves the need to transform Brazilian classrooms into active laboratories; the “locus” of transmission of knowledge, heritage of the national educational tradition, should effectively give some space to the “locus” of scientific research, the place of construction of knowledge. As defended by Freire (1987, 1996), it is necessary that liberating and problematizing education overlap banking education and the development of research practices, always mediated by the professor-researcher, to ensure the student's learning autonomy, starting in the grades and extending beyond college education. So, upon entering graduation, university students will envision research not only as a component of completing the course in the form of the Final Paper, but in the words of Delors (1998) and Morin (2002), as a practice of construction- deconstruction-reconstruction of knowledge that will position Brazil as a world reference in the planning, development, construction, adoption and dissemination of technological-scientific knowledge.