The researcher’s training

challenges and paths in building scientific literacy

Abstract

Scientific initiation si a fundamental stage in academic training and in building students' investigative identity, especially in graduate programs (stricto sensu) focused on applied research, such as the Professional Master's in Vocational and Technological Education (ProfEPT). The initial research aimed to promote the development of scientific literacy among newly admitted students of ProfEPT at IFMS through an extension course focused on applied research. For the construction of this article, we considered two specific objectives: the first is to understand the scientific initiation experiences of new master's students entering ProfEPT at the Federal Institute of Mato Grosso do Sul (IFMS), class of 2024; the second is to analyze the difficulties faced by these students in structuring the research project required by the program. The methodological approach adopted is qualitative, with a descriptive-explanatory design, based on participatory research. The data collection instruments consist of questionnaires and narrative interviews conducted with fifteen master's students. Data analysis is carried out through Discursive Textual Analysis (DTA), allowing the emergence of categories that highlight the lack of previous experiences in scientific initiation, the weakness in the appropriation of methodological concepts, and the insecurities regarding the definition and delimitation of the research object. The results indicate that most students did not participate in scientific initiation programs in earlier stages of their education, which is reflected in difficulties in problem formulation, selection of theoretical frameworks, and development of methodological instruments. Furthermore, a set of emotional and relational challenges was identified, such as academic stress, insecurity regarding the program’s demands, and communication gaps with advisors. There was also a lack of understanding of the theory-practice integration, an essential aspect of ProfEPT. It is concluded that strengthening actions aimed at scientific initiation during undergraduate studies is a strategic factor for building more robust investigative educational pathways, directly contributing to the development of academic identity and to improving the quality of scientific production in vocational and technological education. The study highlights the relevance of institutional policies that continuously and integratively promote scientific literacy, from initial training to postgraduate education.