AULA 3 – 06/08 – PRODUÇÃO DO CONHECIMENTO CIENTÍFICO, TECNOLÓGICO E DISRUPÇÃO – PROF. SIDERLY

Main ideas, concepts, and lessons

Course organization matters

Students are urged to pay attention to the course environment, including:

• Activity dates
• Lecture dates
• The Announcements tab, where professors post instructions for activities

For questions about how the course is organized, students should use “Talk to the mediator.”

Learning goals / topics for the class

The course emphasizes:

• “Pé na estrada” (roughly: getting out there / learning in practice)
• Scientific production and innovation
• Connecting solutions involving:
  • Society
  • The market
  • The university
• “Mão na massa” (hands-on)
  • A roadmap for developing projects and papers
  • Applicable not only to university work, but also to any type of academic/scientific text

Offline vs. online life as a foundation for understanding connected work

The professor contrasts:

• The offline world (e.g., a closed store / physical access during business hours)
• The online world (e.g., an open shop / access anytime)

Examples used to illustrate online convenience and dependence include:

• Online shopping carts (add/remove items before purchase)
• Banking changes (e.g., Pix, reducing the need to visit branches)
• Remote class participation (professors and students in different locations simultaneously)

Work is being transformed by the internet and emerging technologies

As society becomes more complex, the class argues that:

• workloads increase and change
• new jobs and knowledge demands emerge

Examples of future/transforming professions (given as “Google-style” suggestions):

• AI psychologist
• Productivity director (tracking productivity remotely through outputs and delivered work)
• Quantum data analyst
• Medical advisor (telemedicine)
• Drone management software
• Sustainable construction regulations
• Waste engineers

Key lesson: professionals must master both:

• their field knowledge
• the tools/equipment/technologies that enter their work

Professionals must adapt tools and workflows (paper/PDF/online collaboration/AI)

The professor compares older workflows (e.g., paper correction) with newer ones (e.g., digital/collaborative documents). They emphasize that:

• There is no single “best” method—people should adapt tools to what works for them.
• Written vs PDF formats can remain preferred depending on the teacher and situation.

The question of whether AI replaces PDFs is raised but left uncertain; the broader point is tool evolution and workflow adaptation.

Research is broader than writing papers

Research is framed as curiosity + seeking to understand practice, not only academic production.

Even if the course lacks:

• internships
• final projects

Students are encouraged to seek practical understanding through:

• visiting clinics
• observing real processes
• interviewing professionals (e.g., nurses)
• engaging with what is available in videos/classes/books/databases

Students should treat themselves as future researchers responsible for expanding knowledge.

Professional growth requires ongoing learning

When starting work, people may feel nervous due to lack of preparation; competence comes gradually (“learn by walking”). Even experienced professionals face “always-new” challenges.

The class highlights the importance of passion:

• work that excites you (creating “butterflies”) helps people persist and grow.

Knowledge production happens through connecting theory and real experience

A central metaphor is “watering a tree”:

• connect book/theory
• with practice from other professionals
• with interviews/videos/classes
• and with ideas already in your mind

Result: the brain actively reorganizes understanding, changing how you see:

• the world
• the profession

Democratization of scientific/technological knowledge

The professor emphasizes access to the “fruits” of scientific and technological knowledge, connecting it to broader educational questions:

• How does the university connect to society?
• How does the market fit with university training?

Students are told they should identify society’s gaps that their profession can help address.

Role of institutions: CNPq and CAPES

Two major agencies (presented as key supports for researchers since the 1950s):

• CNPq
• CAPES

CNPq is highlighted especially for undergraduate students:

• provides a database and career record platform: Lattes CV
• supports scholarships and opportunities (including high school/elementary science competitions such as math/physics/chemistry Olympiads via CNPq support)

Lattes CV / Plataforma Lattes (step-by-step instructions)

1. Register on the Lattes Platform (presented as: lattes.cnpq.br).
2. Use the menu options:
   • “Search CV” (search existing curricula)
   • “Register CV” (create yours)
3. Registration requires:
   • CPF
   • a password

Students should continuously update it with:

• courses
• meetings, congresses, seminars
• weeks/events
• certificates
• academic outputs (e.g., book chapters)

Why it matters:

• employers and institutions can view an academic/professional trajectory
• it is needed for progression and applications (postgraduate, master’s, doctorate, academic positions, large hospitals, and research-related selection processes)

Instructional methodology for producing scientific work (“from question to justification”)

The professor provides a structured approach to starting a research paper (also used for short summaries/abstracts).

Methodology / instructional sequence (detailed)

• Start with a research problem

  • The problem/question is what the text will answer.
  • It should be formulated so it ends with a question mark.
  • The research problem connects back to society (the needs/gaps your work addresses).

• Define the overall goal

  • The overall goal is the intended answer/response to the research question.
  • Different work types begin similarly, for example:
    • four-page event summary / abstract expansion
    • undergraduate/postgraduate final papers
    • master’s dissertations
    • doctoral theses

• Break the overall goal into 3–4 specific objectives

  • Each specific objective typically corresponds to a topic/section in the written text.
  • Helps structure the document systematically, e.g.:
    • objective 1 → topic 1
    • objective 2 → topic 2
    • objective 3 → topic 3
    • (and sometimes a 4th)

• Justify the choice of topic (rationale)

  • The professor uses a “pizza slices” metaphor: justification fits into three essential categories:

  • 1) Personal justification

    • The question stems from curiosity or lived interest.
    • Example logic: “I already work with / have experience in this area, so I want to study it more.”

  • 2) Theoretical justification

    • Review what has already been written.
    • Identify a theoretical gap:
      • missing answers
      • unresolved debates
    • Explain how your research helps address/fill that gap.

  • 3) Practical justification

    • Identify needs of community/society.
    • Explain how the work helps society understand or respond to a real-world issue.

• Maintain the researcher mindset

  • University work should continue beyond grades:
    • graduates should keep producing knowledge and helping society
  • “Research” includes ongoing study throughout a professional life (“until forever” in spirit).

University’s role: expand horizons and connect to society

The university is responsible for:

• broadening students’ perspective beyond narrow specialization
• using extension activities (extension = community/society)
• clarifying:
  • “What is my profession for?”
  • “What will I do for society later?”

Engagement and announcements near the end

The professor closes the class and invites continued interaction:

• availability on Instagram for continued discussion
• next meeting scheduled for next Wednesday
• thanks are given to participants and assistants

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Speakers / sources featured (identified in subtitles)

• Prof. Siderly (main professor; also referred to as “Professor Ciderlin/Ciderly” in subtitles)
• Prof. Felipe — interpreter (debut mentioned)
• Prof. Vivian (interlocutor; acknowledged as “Professor Vivian”)
• Prof. César (appears in chat)
• Mateus — assistant (mentioned; not present yet)
• Mariana — asked a question (invited/answered by Prof. Siderly)
• Stefan / Stepan — mentioned as a student (question referenced)
• CNPq — National Council for Scientific and Technological Development (source institution)
• CAPES — source institution
• Lattes Platform / Plataforma Lattes (platform source: connected to CNPq)
• Google (used as a “search” source for examples of professions)
• YouTube (referenced as a place for tutorials/learning and as possible research material)
• LinkedIn (referenced as an additional networking platform)
• Instagram (referenced as a place to continue conversation)
• Pix (referenced as a banking technology example)