Brazil's low indices in the performance of students of basic education in international
assessments, demonstrates the need to invest in ways to reduce this gap, especially
in science education. In this perspective, there is a need for the interconnection
between the university and the basic school as a priority for scientific and
technological development and also as an education model capable of improving
such alarming rates. In this perspective, the scientific initiation emerged as a
possibility to approach and strengthen the relations between the university and the
basic school, allowing a real interface between these two realities. Taking into
account such needs, the Interdisciplinary Action Program (PAI) was created as an
interlocution program between the University and the School, committed to resolve
the distances between the two realities and guarantee full dissemination of academic
thinking as a propulsion of the teaching qualification. The objective of this study is to
study the effects of integrated scholarly scientific initiation in the pyramid of university
education as a function of improving learning. As a methodological strategy, we used
a follow-up questionnaire applied to the students participating in the program in 2010,
followed by an online questionnaire applied to the graduates of the same period
(Phase 1 evaluation), and the third and final stage consisted of a comparative
research of school performance and the National High School Examination (ENEM)
among students participating in the Program and students who were eligible to join
the EPI, but did not participate (Phase 2 Assessment). The results showed that the
student exposed to the method acquires autonomous behavior in the teaching learning relationship, providing a more effective intellectual development than the
other students of the public school network, including the acquisition of language
mastery and interpersonal communication. In general, these evaluations point to an
effective contribution of this method to the improvement of crucial elements for the
teaching-learning relationship, scientific literacy, logical criticism, reading and writing
skills, and greater attention of the family to the intellectual development of its
students.
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