A INICIAÇÃO CIENTÍFICA NO ENSINO MÉDIO INTEGRADO DO IF GOIANO CAMPUS IPORÁ: UM ESTUDO PÓSPANDEMIA

Abstract

Scientific Initiation (SI) in secondary technical education plays a fundamental role in fostering intellectual development and student protagonism by promoting multidisciplinary learning through problem-solving and hands-on investigation. This study examined the profile and impact of the PIBIC-EM (Institutional Program for Scientific Initiation Scholarships for Secondary Education) at the Federal Institute Goiano (IF Goiano), focusing on the Iporá Campus, in order to understand its educational contributions and the distribution of activities across knowledge areas in the post-pandemic context. This descriptive and documentary research adopted a mixed-methods approach based on records from the Unified Public Administration System (SUAP), covering the period from 2022 to 2025 for technical programs. The analysis considered the evolution in the number of projects and scholarships, the distribution of projects according to the CNPq (National Council for Scientific and Technological Development) knowledge areas, and student participation, assessing the relevance of these practices for academic development. The results indicate that the strengthening of SI at the Iporá Campus in the post-pandemic period was not solely associated with financial support from funding agencies but also with increased student interest in voluntary research activities. The observed alignment between research themes and the curricula of the technical programs reinforces Scientific Initiation as a pedagogical principle that enhances vocational education and integrates scientific and technical knowledge. Given the relevance of these findings for students’ intellectual development, the study highlights the need for institutional policies that expand research opportunities in secondary education, as well as for future investigations comparing the implementation of such initiatives across different contexts within the Federal Network.