Training in research for vocational high school students: the articulation of various actors involved

Abstract

The vocational school has played a key role in improving the relationship between knowledge and practice at work. The professionals trained by it must be adaptable and have the ability to solve problems, make decisions and work as a team. The “questioning” of the research contributes to form the student as a subject capable of building their own history, having an active participation as a builder of their knowledge, anchored in their previous ideas, providing a meaningful learning. The objective of this article is to present the results related to the investigation about the conceptions of Chemistry Technicians and Managers who work in the Research and Development area and of students of a Technical Chemistry course on research training. The methodology used was the survey research, through questionnaires with closed questions. The results showed that the ability to work in groups, proactivity, analysis and interpretation of data and problem solving, among others, are fundamental skills for the performance of the Chemical Technician in the Research and Development area, however they are often not found in newly trained professionals. Although the school provides the necessary training for this performance, it is not always effective in practice in a significant way to the point that the student makes the transfer of this learning to his professional performance. The engagement between school, company, student, teacher and society is fundamental for the success of this training.