The PATH FINDER AND SCIENTIST IN FORMAL APPROACH

The PATH FINDER AND SCIENTIST IN FORMAL APPROACH
To better understand what makes a researcher needs to be defined, which is research and researcher; then, using a simplistic definition has research as action or effect of search, a search, an investigation. Or, search is: seek diligently investigate do research about; scan. XIMENES (2OOO)
 Logo researcher; It is one that search, search and investigate. As well, research is one that performs a thorough investigative work, which will have: name, rank, define, analyze, compare, create hypotheses, laws, conclusions and various instruments that help in the elucidation of their research; and after clarifying the facts, will display their findings, which will have to: describe, explain, demonstrate things and phenomena; often making the relationship of cause and effect.
 Can in preparing their texts use is: a chronic, description, dissertation and other literary styles, or mix them in the same text.
FACE HISTORY
Trace the trajectory of the researcher and scientist based on the methods and orthodox technique is impossible and unfeasible, because, for scientific logic, methods and techniques are as important as occurred or for some scientific knowledge judges, technical procedures are more important than the events. So the idea here is not to produce a text on the rigor of scientific methodology aesthetics, but to prove that the knowledge, built here and demostrados were made with integrity and responsibility. They procedurally were developed during a time of a person's life, in formal and non-formal educational activities, with the aid and without institutional help and paradigms.
As stated write a history of research and science based on scientific orthodoxy is not possible in this work, but will not open without displaying procedures, methods and technique that trend researcher and scientist. It is known that; procedures, methods and techniques are linked summon the four sources or types of knowledge, which are empirical, philosophical, religious and scientific.
Philosophical knowledge, the religious and the scientific are not common to all people and all cultures, or available at all stages of the life of a man or individual, but the empirical yes. Then, other knowledge, to be part of the action of man in social activities depend on multiple psychosocial variables. Therefore, it should not require knowledge and formal and institutional procedure to a life of research and knowledge building.
But as it said the goal is to provide unorthodox methods and technical procedures, but with the same rigor and seriousness.
So to better understand the above is brought to a contribution of dialogue CURY 2006, where he says: psychosocial elements that have contributed to my career search.
 So just for this little stretch; it can be said: that there are contributions in research that go beyond orthodoxy. And in other texts he denounces the academic culture paralyzes research in addition to making the intellectual prisoners. (CURY 2006).
And started to present scientific habits, it highlights one of the tools used here in the researcher's career: observation, reflection and practice with new practice with reflection. And this then, in different contexts, at different times of the development of research with people in different age groups.
This procedure lasted about thirty years (1987-2015) providing a significant cumulative empirical-practical-reflective knowledge; replicable. And together with this empirical custom he added to the literature habit linked to empirical practice.
With verification and comparison between theory and practice, considering that theories coincided with the empirical practice, while that applied the things contained in the theory that was not done in practice, he gave up then self didatologia, its own search responsible for theoretical knowledge of the movement, the movement because this was the most researched object at the time.
Now this trend researcher and unorthodox scientist was based on two sources the practice and theory of several books about the area.
Meanwhile researcher trajectory and scientist, was also the contribution of formal education average level in the specific course materials. And most of the materials: Physical Education, Psychology, Philosophy and Sociology in Business Administration course. (State College Helena Celestino Magellan)
So this scientific path of empirical research, so named because it was not initially driven by academic methodological mechanisms purposefully. It was also not a single "methodology", not everything is given constantly in educational institutions.
Nor, to the extent they were going academics dialectical thought processes, thoughts and mental mechanisms dismissed empirical knowledge.
You begin to have access with the introduction of this Formal Education High School methods and technical studies and seizure of knowledge, although according to the intellectual court these studies are insecure and inferior.
until it can be concluded according to what has been stated here that in fact there are methods and knowledge of apprehension techniques as worthy and reputable as, those built by graduates on the walls of a university. Whatever your validation capability and securitization of the institution.
But here reported trend researcher and scientist did not stop in empiricism, not in self-education nor in human subjects as well as in studies of techniques learned in high school of business administration. See could be argued that it was beyond.
In addition to this average level of training was training courses continues; in University as the Catholic and the Convention Northeast Fitness, Fitness call Brazil.
Now with all livings, world knowledge, Formal High School Education, adds up to this trend researcher and scientist, methods, techniques and top-level knowledge, even partially.
The first course was done Playful Pedagogy with the teacher: Acúrsio. At that time of course had already developed search criteria, the acquired body of knowledge were exceedingly great. And it was as it is impossible to keep or consider all kinds of knowledge, then it was adopted the following search criteria or truth: the knowledge that would have a practical applicability (professional social or personal); knowledge that would improve the social reality, and even the knowledge could not contradict other knowledge already acquired, as well as other consecrated and used in the formulation of knowledge sources.
 Therefore these were also acquired under strict knowledge seizure. Non gradual partial College courses, here called, are the same as required valid complementary activities in all higher education courses, there are few courses taken.
Thus little by little will be setting the key researcher and scientist memory to be accessed in the course of degree in Physical Education, which will make a difference as graduating from FAMAM. In addition to provide you able to refute and question many teachings now in a place where it builds scientific knowledge.
There was an intrinsic motivation for knowledge, says Cury; a thirst for knowledge that breathed empirical research initially. With all this, there was already a research awareness or a desire to know by strict criteria, or scientific rigor, however unorthodox, the veracity of knowledge analyzed.
Thus, with a critical conscience acuradíssima, a critical sense extraordinary. Or highly developed left for more training, the training of primary teacher.
He joined normalista course; in CENTRAL INSTITUTE OF EDUCATION ISAIAH ALVES, with a conscience acuradíssima criticizes've also had a critical extraordinary sense and highly developed. This ease criticism was the result of numerous criticism he received, learned and perfected the action criticize those received were unfounded, what he did was the result of research, initially empirical. .
Entering the normalista course; in CENTRAL INSTITUTE OF EDUCATION ISAIAH ALVES, it was a course that would give the title of primary teacher to teach classes in schools of Salvador.
This course was extraordinary direction in research trajectory and scientist, as demanded acquiring specific knowledge about education, beyond their methods and teaching and learning techniques.
This student normalista, although not yet know Socrates' phrase I know is that I know nothing, I knew that he knew nothing about education as well their methods, Learning Teaching Techniques, Pedagogical Theories and trends as well as all the issues involved in this primary level area of ​​knowledge. He became aware of their educational ignorance.
And motivated by his real ignorance, researcher spirit and scientist comes to a conclusion: need to investigate Educational, decides to resolve this issue, decides to act as researcher and scientist, comes again into action self didatologia and research semi -cientifica.
There is a purposeful search on Education. It searches on more books and many books books in ICEIA library, his private library, (for she was one) and elsewhere; reflects and makes copious notes.
Did not admit the existence of an ignorant teacher, I had to know and more students at least. Then he began to speak out about the Education subject matter also developed an accurate knowledge of methods, techniques and pedagogies related to Brazilian education and the world as well as thinkers and educators.
Education this object as well as all their problems took root in the researcher and scientist and urged him to study, to know much more than the courses and the teachers of the classes passed.
The desire to know about the Education frutificava and increased every discovery even when the conclusions on the findings were disappointing and discouraging. With all the zeal and resourcefulness in unorthodox scientific research was possible: select, make comparisons, draw conclusions on many aspects of numerous issues, disciplines, and refute the Normal Course teacher practice.
In addition to that there was a possibility of testing educational theories have another researcher attitude and scientist, experimenting, going to the field to intern at various levels of primary education, could be seen in their workplace the work of other teachers, addition to their own practice. This researcher and scientist, apply a field research, where the researcher participates in the experiment.
He then worked in full-time public and private schools in Salvador. The drawn trajectory is configured every time in research and science. Maybe not accepted by the academic community; but what actually happened.
 Path by the reports of a path traversed idea in a linear direction, and researcher and scientist because there was a search, research, development and acquisition of knowledge with strict criteria, and still more, an application of knowledge.
The academic orthodoxy appreciates the defense of a thesis to devote a researcher and scientist person. However if there is comparative study of history of orthodox and unorthodox researcher, one can reach the conclusion that social reality validates much knowledge of a researcher than a bank. And without such a study and analysis, one comes to the conclusion that: herewith overcome and in all aspects to researchers and institutional scientists.
There is indeed these reports many research procedures and numerous researcher attitudes and scientist. Mid-level courses in many cases provides a range of much greater knowledge than many specializations.
In this course Magisterium some materials had hourly charge for three years, psychology, philosophy and sociology for example, in addition to: Recreation Games and Play.
With this teacher training course to teach classes in the primary, are now surveyed two objects: the Movement Education, the interrelationships (Education and Physical Education), as well as all issues related to them.
Just based on specific philosophical historical studies it was possible to realize the importance of education, as well as scoring the relationship between the teaching of the original series and Physical Education.
It was also possible to improve method and technique on Education, reassess educational concepts and everything related to these objects of study, met up on Paulo Freire, Emilia Ferreira de Almeida, Teixeira, Jean Piaget, Rui Barbosa, Skinner, Pestalozzi, Freud and many other character and thinkers of the world and Brazilian education.
There was a search for knowledge in continuing training courses, Playful Pedagogy, Aero Step Place, African Descent demonstrations and numerous other formal education.
So far some issues related to education and the movement had already been resolved, the researcher and scientist now with a cumulative of prior knowledge and the world with a critical consciousness and reflective studies for entry into degree in Education with two options degree in Education physics and Education. Studying for the exam Federal University of Bahia, in a few months research in dozens of books, search the reading of more than 15 novels, but read only: Iracema, Vidas Secas, Jubiabá, Dom Casmurro.
Rescues the English, is the evidence being deprecated, however, acquire more knowledge. Try later in 2009 the vestibular FAMAM in Cruz das Almas, Bahia being adopted at the Bachelor's Degree in Physical Education, with a duration of four years out enrichment activity 200 hours.
Begins classes, the gang was to 2010.1 on the night shift.
Now the researcher and scientist have access to methods and technique of scientific research, a high knowledge in many ways compared to others, would have access thousands of books that now top institution, and their place of habitual residence, and most attended Durantes four year course was the library of the Faculty Maria Milza.
But in the meantime he already had a researcher of consciousness and scientist had also developed a particular method of learning already knew what the jargon learning to learn. And he began to build his Epistemology at the top level.

The CRITICAL REFLECTIVE SENSE OF RESEARCHER AND SCIENTIST
It was a reflective critical student what was envisioned by many thinkers as Paulo Freire, that forced him to:
1 Never passively believe what was taught
2 Make compared to what he had learned in the first course
3 Make association between themes, areas, thinkers, the scriptures and your own conclusions.
4 only accept these procedures after what teachers taught
4 reject when the information was conflicting
5 Questioning teachers
6 independent refute the opinion of the academic common sense
7 investigate accurately each subject presented and discussed in the classroom
8 Reject all kinds of knowledge doubtful and useless
9 follow two basic principles to accept knowledge and to appropriate it, the binomial truth and usefulness of knowledge;
10 All knowledge would have to be enough to improve their reality and professional practice partner.
In their interaction with the works of many authors and pedagogical concepts, he realized that some ideas were useful real and applicable. Extracting the historical dialectical materialism some of his knowledge; such as criteria of truth, objective reality, and others. joined with this knowledge to those who already had to ensure the production of true and useful knowledge.
So following this idea of ​​Marx the criterion of truth, which was his practice and social reality, also looking up the scholastics who had as criterion of truth: the Bible was accepted as absolute truth for millennia and in many countries. He went to use both as a criterion of truth.
 That is, by his experiences and professional practice; adopted the idea criterion of truth of Marx and for being a scholar and researcher of the Bible adopted the scriptures also as a criterion of truth, especially the things he considered important.




AWARENESS TRAINING EFFECTIVE AND FINDER
SCIENTIST
The researcher of consciousness and scientist now graduating from FAMAM had been initiated during his life story, as an autodidact, mid-level student in Business Administration courses, Teaching in continuing education courses and in their professional practice in public and private schools , academies and social projects in various levels of education.
And now inevitably weighed on him the social function of the university, which would have to produce knowledge through the methodology of scientific work. I would have to delve into the teachings develop research and extend it to the company fulfilling the effects of mandatory triad of higher level teaching, research and extension. And that he did.
He devoted himself more and more research first of its object of study Physical Education.
Researching and built knowledge and work presented in front of a panel of academic events that scanned and offered advice their knowledge.
And as presentation example is cited: the III Week of Physical Education FAMAM to production: WHAT IS THE CONTRIBUTION OF PHYSICAL EDUCATION IN THE PROCESS OF TEACHING-LEARNING IN SCHOOL CONTEXT? And the SEP: Student Seminar of Research and Extension FAMAM (2013) with the production; EDUCATION OF PHYSICAL SYSTEMATIZATION AS KNOWLEDGE AREA.
Attending events in other universities, such as; the SBPC in UFRB ministering course coregência. (Science, Technology and Innovation in the Reconcavo Bahia) and (I RECITEC, Science, Technology, Innovation and Culture in the Reconcavo Bahia) 2010 \ 2011. Apply knowledge in toquinha community through extension FAMAM project.
Socialized knowledge at the University of Salvador, lecturing in the course of ADM. With specialization in Hotel Management, and FIB, the Bahia Integrated College in Tourism Course. Debated and dialogued at various conferences such as: III State Sports Conference in Salvador; Ministry of Sports (2011), the II Forum Racial Pro-Equality and Social Inclusion Reconcavo, Cruz - BA (2009). It is that your routine, research, produce, present and discuss knowledge in various academic areas or not.
He rejected many opinions of teachers and doctors on many subjects in these debates. He deepened and plunged assiduously on the subject Methodology of Scientific Work, very researched Epistemology, Philosophy, History, Psychology, Sociology and many other materials.
Their repertoire of questions and concerns had been extended and did not relate to their professional social issues their questions were of geopolitical proportions of global reach, a decision should be taken:
 Become a passive spectator of academic life or be different, and logic told stronger because it was impossible to be passive in the place that was necessarily a specific space to practice dialectic.
The clashes were constant, and these clashes that remained to finish forging the researcher and scientist of consciousness. Then he set one researcher and scientist with a Epistemology methods and different knowledge of construction techniques.
However much more accurate than the epistemological and methodological paradigms of universities, a knowledge innovative and revolutionary party of two principles essential to building knowledge they were able to change the political reality whose roots are: truth and usefulness of each knowledge they were thoroughly researched.
RECEIVING AND appropriating KNOWLEDGE OF ACADEMIC
As stated above in the Faculty was the place to debate, but to compare ideas with scientific methods and techniques, giving the right person Finesa and sophistication in theoretical discourses. All they needed to appropriate the university training mechanisms and between the spaces of learning. So the library was one of the first areas to be frequented assiduously, the forum of academic activities and then research and extension projects.

APPROPRIATION OF KNOWLEDGE METHOD ACADEMIC AND TECHNIQUES
In research done in the library guided by subjects: Portuguese Instrumental Studies Techniques and Methodology of Scientific Papers learned to rise the scientific foundations in the construction of knowledge. Where it identified the Ideology, or conceptions Theoretical Scientific. Phenomenology, Positivism, Rationalism, Materialism, and structuralism. All with methods, technical and scientific academic procedures, where to build scientific knowledge is needed of the basic literature, which were consulted: Lakatos, MARCONI AND Triviños.
After numerous comings and goings in the library reading, writing, noting reflecting on methodologies of scientific work has come to the conclusion that those knowledge watched the first principle of Epistemology of intelligence; The principle of use. Ie the methods, techniques and procedures were necessary instruments or essential tools and researcher and scientist build valid knowledge, however, had problems and huge gaps in those skills and also did not include the other principle of Epistemology of intelligence, that is the truth.
 There was a desire on the theoretical hegemony of their knowledge, however, all ideological objects, with their technical methods and procedures were deficient in a few moments, or at some point.
then we came to a logical attitude in research and science: from that moment it was no longer possible to follow the academic customs; they were the scientific narcissism, if only because the priority should not be on the same partisanship and academic boast, but; build instruments that were able to provide true and useful knowledge.
That is, they were able to change the social reality, solving their problems, or epistemological instruments to ensure the graduating intellectual capacity to build innovative and revolutionary knowledge. As Cury said, making the university an engineer ideas. But the roots of ideas on truth and real utility of things.
It was thought then a New Epistemology, Epistemology of the Third Millennium was added truths and usefulness of academic paradigms, we used merge, what was true and useful in each, through rigorous scientific criteria.


TRUTHS AND UTILITIES TAKEN OR SOME OF EXTRACTED Paradigms ACADEMIC
1 There is an objective reality
2 a criterion of truth is needed
3 The problems are from a social reality
4 First comes the concrete after the abstract
5 The reason is the fruit of the medium, but the reason subsequently modifies and builds medium itself
6 Philosophy is useful, but be subject to the ills of man
7 Science is higher but not along these lines, and this ideology
How aware graduating, it was not possible to absorb all the scientific knowledge without hurting critical consciousness and reflective of a good researcher player.
The logic was simple: with strict criteria, now identified as scientific, coming from investigative practices, not academics, confronted to the academic knowledge, speaking to a value judgment, to accept and assimilate or no scientific knowledge.
 These scientific knowledge would be faced with: religious (Bible), the Philosophical, Common Sense and the own Social Practice in some cases; knowledge would have to be enough to improve the social reality, and could not contradict any other.
Then came the conclusion that: in that context the reality to be improved was the appropriation of scientific knowledge and its methods and techniques. But paradoxically the available scientific research instruments did not include this academic need. Recycled is literally ideologies Methods, Techniques and Procedures and the very Epistemology and Science.
To put it another way, existing procedures, scientific orthodox procedures limited the ability to think plastering and preventing intellectual mobility.
Arise some problems related to paradigms; solve: what to do when the paradigms are not enough to improve their social reality?
The only answer that enables the advancement of science is: reject up old paradigms and build up a new height of social problems.
And that was the main production of knowledge in the four years of graduation in FAMAM, from 2010 to 2013, then as a researcher and independent scientist (2013-2015) and as a post graduate student in REGIONAL COLLEGE OF PHILOSOPHY SCIENCE AND CANDEIAS LETTERS, Methodology course Higher Education (2015 - 2016) with expert securitization.
TRUTHS AND UTILITIES TAKEN OR SOME OF EXTRACTED Paradigms ACADEMIC
With methods and procedures innovative techniques with science itself. But above all; with a pure science, because this science is imbued with desire for hegemony, affected by power relations, the politics and the burning desire of the exploitation of man by man. Ills that decimated people and that was the reason for the separation of religion, philosophy, politics and science in the past. Circumcision (2010)
The endless debates within the sciences are political ideological, if debate on which is better and why. But the correct scientific discourse would be: what is the best problem-solver, but it would have to go to practice in society when they could alleviate their problems, or simply solve them. Oh yes, the best would be revealed. Or they could be pure, ground of the investigative purity Husserl quoted by Cury on Multifocal Intelligence page 62.
Husserl was ... a high quality thinker. He advocated the theory that an observer should stand before the pure and naive way study phenomenon. Strengthens now with the words of Cury: ... So should not use a theory in support of interpretation, because its use would contaminate the interpretation process reducing the phenomenon theory element and be limited only within the possibilities of the theory, its contracted original character. Cury (2006).
Then to examine the various objects that the university oportunizava investigate whether adopted no existing theory, because in fact, they defiled all that had been the object of his research. Not following researchers orientation Husserl quoted by Cury on Multifocal Intelligence.
                         


 IF USING METHODS OF PROCEDURES AND TECHNICAL INNOVATIVE IN SCIENTIFIC KNOWLEDGE ACQUISITION.
To acquire true scientific knowledge is need to have:
The reality as pivot of knowledge
The problem as superior to procedures
The targeted relevance for social improvement
Methodology Procedures and Techniques contemplating that three directions.
By scientific studies and research carried out so far could not choose one method, technical and scientific procedure that addressed in its entirety the need to acquire reliable knowledge, enough to be applied and generate significant improvements in social reality. Or solve the many problems of contemporary man in all respects.
Therefore created a suitable methodology before the university chaos detected in scientific studies in FAMAM, (2010 - 2013) and reported by many other authors.
Introduced to new Epistemology, whose techniques and procedures are:
Ideological, political and scientific.
Teaching Epistemological.
Where it is understood that a scientific methodology of an idea developed with a theoretical discourse presented, is usually followed by longer be consecrated by the academic community. They are played by many scholars that followed the creation of this methodology. And as an idea may or may not be accepted here rejects the existing methodology, and partly academic orthodoxy; this action demonstrates positioning and a political attitude.
 The politician, in this case, expressed the opposite of academic passivity, studied the methodological paradigm, he was examined and discarded; is demonstrating-so rigorous scientific criteria.
 Then once performed and explained the procedures here called Ideological, Political and Scientific, goes up to Epistemological Teaching procedures featuring thus a New Technique of Scientific Work Methodology. To start with it was learned Marxists the need to adopt or develop a criterion of truth, it will be necessary to issue a judgment after the scientific research carried out.


A TRUTH OF DISCRETION PREPARATION
HOW TO PREPARE A STANDARD OF TRUTH?
How to make a reliable criterion of truth? It was but a problem to be solved as a researcher and scientist, this criterion of truth is perhaps one of the most significant achievements in this intellectual endeavor.

 
                                                   





                       












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