Based on our research of a qualitative nature and through the case study, we highlight the need to understand and analyze pedagogical didactic possibilities of the practice of research carried out in the activities of scientific initiation, which in our experience in the researched university has been demonstrated, in addition A bridging bridge between undergraduate students and postgraduate teaching projects, a perspective of quality professional training. Therefore, we analyze a sample universe formed by teachers, students and graduates of Pedagogy and Graduation courses of a university in São Paulo, we used the technical procedure of questionnaire when focusing on an open question, since we aim to analyze the pedagogical result of the practice of Scientific Initiation, to verify to what extent this practice contributes to meaningful learning. By meaningful learning we mean the appropriation by the learner of the process of knowledge construction itself and not only of its products, as well as the understanding of its insertion in the production of personal and social existence. We used bibliographical sources that deal with the process of knowledge construction in relation to the teaching and learning process in higher education, explaining our theoretical categories of analysis.
Key words:
Higher education; Scientific research; Meaningful learning