This article discusses the results of a Ph.D. research (2008). The purpose of this research was to understand, analyze and explain the contradictions, harmonies, similarities and differences between the undergraduate studies of university research professors, held by PIBIC/CNPq/UNEB, and the professional practice of its graduates. The main work hypothesis was that the graduates of PIBIC/CNPq of UNEB would become university professors and researchers. The work follows the emergence and development of agencies that support the development of human resources for research in Brazil and highlights the emergence of CNPq (1951), with the creation of the Student Scholarship that would later become PIBIC (1989). Electronic questionnaire, semi-structured interview and document analysis were used. The Normative Resolutions of PIBIC/CNPq were analyzed in detail, and 87 (69%) in a population of 127 graduates (PIBIC/UNEB -1997-2007) were researched, with a subsample of 21 cases, who stated to be teaching in higher education. Eight of these graduates were interviewed in depth, and their speeches were categorized and analyzed, through the perspective of historical and dialectical materialism. The conclusion was that, although the graduates of PIBIC/UNEB reach the Master’s Degree to a level considered satisfactory by CNPq, a higher education professor, under the demonstrated working conditions, is not able to develop good quality research. The propositions presented aim at a qualitative leap which is essential to the education of new generations of research professors. This preparation must include a general, philosophical and methodological education, focused on transforming the way of producing science in Brazil, starting from a concept that regards the actuality of the researcher, that is, as a worker, and not as an idealized and talented being.
Researcher-professor education; University; Scientific introduction; PIBIC/CNPq; Evaluation of graduates
