Junior Scientific Initiation: challenges to the materialization of a virtuous circle

Abstract

The purpose of this article is to analyze the trajectory of the institutionalization of Scientific Initiation and Junior Scientific Initiation grant programs in the country and, particularly at Federal University of Santa Catarina, Brazil. To do so, methodologically, we conducted a document analysis of laws, indicators and reports from CNPq and from the institution of higher education where the study was conducted. The reasons for the policy to approximate higher education (IES) and basic education are to improve levels of permanence and the success of students and to develop a taste for science. At the IES where the study was conducted, the failure to use all of the Scientific Initiation Grants for High School as part of the Junior Scientific Initiation program points to a reflux in the program.

ICJ/Pibic-EM; Scientific and educational policy; School-university approximation