Necessidade & mérito

Impacto social da pesquisa na universidade

“…In our country, the excellence of these educational Institutions is mainly due to their organizational structure and to the possibility that Research Groups consisting of professors with a relevant scientific production, will be able to obtain funds for scientific investigation, for the acquisition of consumables and of permanent equipment that will be later incorporated by the Institution.4 Thus, research is a necessary instrument not only for the production of knowledge, but also for the acquisition of resources for institutional viability. 4,5 Thus, public universities perform better in any process of evaluation since they have the highest scientific production, justifying the governmental investment through the supporting agencies as a function of the merit achieved. It is society investing though the state, with a return obtained from it (Figures 1 and 2).…”

“…It is society investing though the state, with a return obtained from it (Figures 1 and 2). 4,5 It is expected that in a University, as the name itself implies, there should be professors with varied profiles, some having a greater vocation for research, others for teaching, and still others for assistance. In-deed, in most cases there is an equilibrium among these important functions for the advancement of science, but, among them, research is the characteristic that should direct the professors of large universities so that they may influence assistance and teaching of excellence.4,5 As an example, in a faculty of medicine, in clinical departments assistance of excellent level should generate constant questioning regarding clinical or experimental research of high level that would induce advancement of science and technology.…”

“…In addition, there is also research generated by graduation by formal mechanisms of scientific initiation (SI) and monitoring groups. [4][5][6] SI in medicine, in its wider context based on the production of knowledge promoted by scientific research in either the clinical or experimental area, has the objective of creating a critical spirit in the student, recently inserted into this scientific milieu, and above all to encourage him to become effectively involved in the process of investigation and in the learning based on it, with a consequent interest in science under the guidance of an adviser, permitting his growth as a person and as a student. The organization of ideas in scientific and technological knowledge, necessary for the development of research, favors a constant evolution of the cognitive and psychomotor skills of both students and professors, so that the undergraduate will not only expand his formal curriculum, but will also develop and exercise extracurricular skills and abilities that will indirectly influence him in his training5,6.…”