The Training of Brazilian Researchers

A Perspective on Information Science

Abstract

The article discusses the development of researchers in Brazil, with an emphasis on the field of Information Science, contextualizing the theme through an analysis of investments made by CNPq between 2015 and 2024. During this period, over half of the resources (50.79%) were allocated to researcher training, highlighting its centrality in national science, technology, and innovation (ST&I) policies. The study aims to understand how this training is structured in the field of Information Science through an Integrative Systematic Literature Review (ISLR) using databases such as BDTD, BRAPCI, and Oasisbr.

The research is guided by four key questions: What is researcher training? How does it take place in the field? At what levels of education is it developed? And who is responsible for promoting it? Seven studies directly related to the topic were selected and qualitatively analyzed.

The theoretical framework defines researcher training as a non-linear process shaped by social, institutional, and individual factors. While ideally it should begin in basic education, in Brazil it tends to be consolidated only in higher education and graduate programs, due to structural inequalities. Fialho (2004, 2009) emphasizes the importance of school libraries and information literacy as key components. Siqueira (2023) expands on this by positioning the librarian as an information mediator and formative agent. Assunção and Mattos (2019) highlight the role of teachers in basic education, while Costa (2013) underscores the relevance of scientific initiation (SI) in the academic trajectory. Araújo and Valentim (2019), along with Matos (2017), emphasize the role of graduate education, advisors, and scientific associations in building the field’s critical mass.

The ISLR findings indicate that researcher training is a continuous process involving the development of informational, investigative, and critical competencies. It should begin in basic education, supported by teachers, librarians, and families, and become more structured in higher education, particularly through SI and graduate studies. Information literacy is emphasized as being as essential as basic literacy, serving as a prerequisite for critical information use.

In the field of Information Science, researcher training encompasses multiple dimensions: information mediation, the use of information and communication technologies (ICTs), critical thinking development, and the collective construction of knowledge. The librarian’s role extends beyond technical support to include pedagogical practices. Projects that integrate technology and scientific production, such as the use of PKP-OCS systems or podcasts, demonstrate new training possibilities.

The concept of "investigative genealogy," proposed by Matos (2017), is discussed as a tool to understand the thematic and institutional evolution of research in the field. It shows how the academic trajectory of advisors influences their mentees and emphasizes the need to diversify research geographically and promote internationalization. The current concentration of scientific production in Brazil’s Southeast limits regional diversity and global academic exchange.

The article also details the educational levels involved in researcher training. Basic education is identified as a foundational yet undervalued stage. SI during undergraduate studies serves as a structural milestone that prepares students for graduate-level research. Costa (2013) shows that SI scholarship holders are more likely to pursue scientific careers and complete their studies more effectively.

Three main groups of actors are identified as responsible for researcher training: teachers and librarians, families, and scientific associations. Collaboration between teachers and school librarians is seen as essential for developing investigative skills from an early age, although structural and pedagogical barriers persist. Fialho (2004, 2009) highlights the lack of communication between these professionals as a key obstacle.

Families play a foundational role in shaping research attitudes, values, and habits. However, socioeconomic disparities affect access to information resources and the support children receive. A lack of engagement or dialogue in research activities undermines students’ autonomy in learning.

Scientific associations such as ANCIB and ABECIN are also identified as strategic agents. They promote collaboration networks, scientific visibility, events, and research lines, consolidating the academic and formative identity of the field. Their role is crucial for building a robust and plural scientific and research culture.

In the final considerations, the authors advocate for an expanded understanding of researcher training in Information Science. It should not be limited to technical competencies but include the development of critical and ethical perspectives toward information. Research training must begin in basic education, linking all levels of schooling and recognizing the contributions of various formative agents.

The article also highlights structural challenges that hinder the development of a sustainable and continuous national research training policy. These include regional inequality, the concentration of graduate programs, limited family engagement, low integration between schools and libraries, and the need for greater internationalization of Brazilian research.

The study concludes by emphasizing the need for integrated strategies that connect theory and practice, promote active learning, use innovative educational technologies, and adopt evaluation tools capable of capturing meaningful learning. These elements are essential for forming researchers who are well-prepared, autonomous, and committed to advancing Information Science and contributing to social transformation.