REPERCUSSIONS OF EDUCATION RESEARCH EXPERIENCES BY SCIENCE UNDERGRADUATES AT A BRAZILIAN UNIVERSITY

Science teaching can be understood as a way to bring individuals closer to knowledge, procedures and scientific values. For this, it is necessary that since the initial stage, undergraduates have a critical, reflective and problematizing training, enabling a view of science as a process. We aimed to investigate the reverberations of a research experience in Education during the initial training of undergraduate courses in Chemistry, Physics and Biological Sciences at the Universidade Federal do Rio Grande do Norte (Brazil), in the context of Supervised Internship in Teacher Education I. The data analysis strategy was the Discursive Textual Analysis (DTA). The research experience of the graduates reverberated in four categories of analysis: Museum Valuation; Need for scientific literacy; Permanent training and Refinement of teaching practice, distributed in 43 units of meaning analyzed. Even with different realities experienced and research topics, many students expressed similar reverberations resulting from internship experiences with research. The results reinforce that internships are a favorable space for reflection and intervention in the life of the school and its community and favorable to the development of research linked to the teaching profession, moving away from a vision of just applying theories.