Introduction
Graduate programs are essential to increase and
consolidate cognitive spaces, without which innovations, at the speed required
by society, would not happen. In the Amazonian environment, these programs have
led to the density of highly trained critical mass, offering, especially to
universities, but also to other segments of economic activity, professionals
with the vision of opportunity to amazon a development perspective aligned with
international expectations. Despite being an auspicious scenario, of the 237 graduate programs of federal
universities in the northern region of the country (GeoCAPES Source, 2018), 56, 9%
are classified at CAPES level 3, 32,06% level4, 8,8% level 5 and 2,1% level 6. These figures expose the need
for more agency for the strengthening and Thickening of universities, whose
main task is the formation of leaders. So if advanced training programs are not
at the highest levels of the classification, think of the planetary Amazon, or
put it at a level of leadership seems still distant, but not unenforceable.
There are universities in the region, however, as is the case of the Federal
University of Pará, where of the 116 programs 34,48% are classified at capes level 4, 12,93% at level 5 and3,44% at level 6, figures
attesting to the intensity of the programs, the requirements
can be desired as models for other Amazonian universities.
The structural grids of graduate programs are analogous throughout the
national territory; reflect the departmentalization of scientific reasoning
that dominated the 20th century, that is, Cartesian analytics and logical
positivism (Coelho, 2017). In addition, the disciplines offered, in most
programs, have not undergone updates related to current demands (innovations, IT tools, entrepreneurship, etc.) , considering that programs are
generally formatted by university professors who, for the most part, are not seeking greater interactions with the productive sector,
resulting in programs aligned with purely academic demands, being, in most
cases, anachronistic in relation to socioeconomic advances. This situation leads
to an absence of entrepreneurial vision so that graduates always wait for
public tenders, which are increasingly rare, generating a contingent of
graduates who are deprecated in their dreams and in opportunities.
THE CURRENT PARADIGM
The science of the 21st century is drawing much differently from that of
the last century, by implication, first,
of the current complexity of scientific issues,
and second because of the new
computational technologies that are making scientific work more predictive,
more quantitative, more quickly
delivered and with petabytes of data collected by systems
technological technologies, forcing multidisciplinarity
and transdisciplinarity, meaning mutual exchange rate and interaction of
various knowledge in a reciprocal and coordinated way , with the attempt to approach methodologically
to integrate results, even if the
interests of each discipline remain, but seek solutions of their own problems through
the articulation with other disciplines, in addition to the translation of
these disciplines, where natural sciences, human sciences are called to compose
the so-called translational science . This solution seeks to many challenges,
integrating multidisciplinary scientific research, ethical, social and legal
aspects, considering that scientific activity is eminently social, besides
promoting the exchange between science basic and applied, moving the results to (Guimarães 2013)society. What is emerging is a new paradigmatic model, being called complex
systems theory (COELHO, 2017). Now the disciplines are not only linked, but intertwined, that is, according to Lima
(2006), the creation of countless possibilities of perception of truth about a
given phenomenon, as a consequence of
the high complexity of the contemporary world and the incoherence of confinement in unique systems, as proposed by Descartes, Newton and other . In
fact, we are in a new era where data collection is no longer performed personally,
but sensors scattered on the planet's surface send gigantic quantities of data
per second, and the job of the researcher today organizes and interprets masses
of data using computational tools. As Prigogine (1996)states, we are entering a new period where the
formulation of the laws of nature is not established in certainty, but in the
possibility, given the great complexity of the natural world.
With considerations, it is necessary to rethink the educational system withthe
whole, and in particular, the Brazilian graduate programs, whose contents still
reflect the twentieth century. What is
being proposed is the reconnection of compartmentalized knowledge, a perspective
of overcoming the Cartesian process of the last century.
According to Santos (2008) is being built a new pedagogical theory that
of complexity and transdisciplinarity for which it is already noticed a number of adherent educators, especially in higher
education.
In the Amazonian case, the individual research model still persists, with some
exceptions for activityin groups, whether institutional or trans-institutional.
Regional scientific administration (through
institutions, including promotional institutions), still recalcitrant
in the formulation of policies that stimulate the formation of
multidisciplinary groups, in order to achieve research with innovative bias, to
improve the living of society, in addition to increasing actions that favor the
growth of the regional and/or national economic system. It is urgent to create inclusive regional scientific
research programs based on the development prospects of the Amazonian states, structuring
infrastructure interstate, meaning sharesmento of equipment, teams, and Results. The consequence would be the formation of multidisciplinary
groups, and expected gain to materialize the innovative environment proper to
translational research. In this type of environment, graduate programs would
tend to resize their contents, and would certainly open up window opportunities
for broad partnerships, including portions of the business sector. From this
perspective, it is important to show examples where private initiative
contributes significant resources for research and development (R&D), as is
the reality in the United States, where the fraction of gross domestic product
dedicated to R&D is 2.73%, with the private sector bringing 63% of that
appeal.
Returning to the new paradigm, transdisciplinarity is an excellent way to
stimulate new connections between knowledge, but also between sectors of
society. The translation of knowledge gives rise to a new interpretative dawn
that goes beyond the horizon of disciplines enhanced by the use of quantitative
tools, showing new layers of reality.
BIG DATA
Information technologies are causing a new way of interpreting reality and the
search for innovation by correlating large amounts of data, or the task of
extracting knowledge from large amounts of information. It's called Big Data.
In the case of research in Biology, the use of computational tools is allowing
the verification of more unbelievable correlations that begin to be appreciated
not only as more informative and plausible but also as a causal explanation (LEONELLI,
2014).
"The achievements of the 'biology of the Big Data'
require integration of skills in various fields, many of which were not part of
traditional education in biology". Because of the vast opportunity for(Treasure
2012) analysis, certainly, the role of Uantitativa Q Biology will grow
substantially in the future. Therefore, students
will need adequate training to understand modern biology implements, both in
training courses and in advanced programs.
Schatz (2012) predicts the growth of computational biology with the
adhesion of professionals versed in quantitative and statistical techniques for
the interpretation of data equities, as is already happening in several parts
of the world. The author also points out that within teaching there is tension
about how much effort to use in quantitative education since the time spent on
these topics is likely to require a corresponding reduction in other more
traditional topics.
In the Brazilian case and particularly in the Amazonian environment,
students do not acquire density in quantitative computational techniques and
this is a challenge for the assembly of educational programs, considering that
they should include principles of probability and statistics, information
theory, population genetics, chemical kinetics, molecular biophysics, biological
sequence analysis and introduction to computer science and programming. In
reality, it is a revolution that seems to be beyond national possibilities, but
it is required. However, it is the condition without which we will not move
towards world-class science. Not that there is no highly performing
computational infrastructure in Amazonian institutions, but in the field of
Biology, there is a lack of training for professionals in the area, besides
that the reasoning that biologists do not require expertise in mathematics.
On the other hand, Leonelli (2013) pointed
out that the field of biology
produces extensive pluralism and a huge variety of data from collection
protocols and diversified computational methods, making it essential to format
levels standardization, accessibility, and visibility of existing data, with a
view to reusing and large-scale analyses, considering the epistemic pluralism that characterizes
research in life sciences. And in this sense, students should be trained in the
protocols being adopted worldwide, or we will produce dwarves scientists.
There is still no regional academic environment for the introduction of Biology Quantitativa. There is no news that the
Foundations of Support to the Amazonian
Research have programmed conclaves, in which the presence of the avant-garde
big data is expected. Paradoxically, we live with the most advanced
technologies, in everyday use, through smartphones. We are frantically
bombarded by results of Google-sponsored statistical analysis resulting in
market harassment that constringes us every second. But the local academy has
not yet reflected on the subject to create possibilities for using masses of
data. Although websites such as Linkedin, Research Gate, Google Scholar, Mendeley, among others, are daily
demonstrating the massive use of data, regionally there are no incentives in
research institutions for the installation of the environment necessary for Big
Data. However, it is the current model for the construction of knowledge, an important change in the scientific method, a substitution of the process of formulating a
hypothesis that leads to experimentation
and subsequent analysis of results, pit formulation of hypothesis and the search
for response in the database ( EMMOTT et al., 2006).
The integration of theories, experiments and models has itself of the
central target in science, thus computing is a significant part of the new
needs imposed by science. While computing has evolved, experimental sciences
have also evolved and have become able to collect a larger amount of data. Step by step, computational instruments are coming out of
the condition of support tool, becoming something basic for interaction, interpretation
of results and improvement of scientific methods, change and the way science is conducted, especially when you want applied
results.
AIMING AT
INNOVATIONS
Statistics by the Scimago Journal & Country Rank (2018) show an h index (citations of Brazilian scientific papers in
the papers Brazilian scientific sciences of 530, corresponding to 40,512
citations, while the H index of
the United States was 2,222, corresponding to 528,530 citations in the same
period. The figures reflect the impact of knowledge produced in the country on
the body of world knowledge. It is still low perhaps because of anachronism in
assimilating the updates that are happening in the centers of greater
cognition. It is not common sense the theme of The Big Data,
in addition to the almost non-existent use of the translation of knowledge, the
need for the formation of groups of multidisciplinary research, which makes the
knowledge produced more restricted.
Brazil produces 0.1% of the world's(UNESCO 2015) patents. This percentage shows how our
scientific performance does not favor national economic growth. It is necessary to change the framework of
educational programs at different levels for young people to think about
innovations.
In the case of graduate partnerships with the
various social sectors should offer windows for discussions on research foci.
Of the 237 graduate programs in northern Brazil, none reflects in their disciplinary grids the industrial-technological
impediments or the desires of the communities where are inserted. At the origin of the proposals of the programs,
there was no interface with society, in order to prioritize contexts that were
of collective interest. Issues such as transportation, food security,
mineralogy, energy, communication, health safety, among others, are almost
obvious demands, but which have gone unnoticed or tangentially addressed when
formulating educational programs, especially graduate programs. Thus, the formation of high-cognition human
capital, in turn, gives rise to knowledge that is of stricter applicability,
making information generated the ornament for the academy and not solutions to the
demands of the segments of society. From the above, it is justified why the low
patent index in Brazil and in particular for the Amazon region is justified.
In general, Brazilian researchers are not
involved with companies, an important step to transform knowledge into economic increase; also, research institutions do not have, with
some exceptions, excellent Technological Transfer Centers, a fact that makes it
difficult to think innovation, the rapid protection of knowledge and consequent opportunism for
transfers to companies (DIAS & ALMEIDA, 2013). There is also the
understanding that basic research and applied research are separate categories,
a divergence that distorts the relationship between science and technology
(C&T). However, it is a fact that Biotechnology has been improving the
relationship between C&T, since it forces the adherence of basic research with
the applied, resulting in the
approximation between academia and companies.
Of course, in addition to the role of
teaching and research, graduate studies, driven by the great transformations of
post-industrial society and the market advancement brought by the process of
globalization, needs to achieve a context that visualizes the great commercial
and financial blocks, in order to give size to graduates on the intensive use of
information networks, on changes in the
market and on the opportunities that are demanding changes in professional qualifications (MARTINS AND
ASSAD 2008).
The theme of the construction of
high-cognition human capital to act in the innovation process and consequent
partnership between academia and companies, aiming at positive changes in the economic
sector, still lacks debate and inclusion
in the agendas of research institutions in the Amazon. For this reason,
fosterers should indicate opportunities for the emergence of this debate,
stimulating the academic environment towards innovations. It should also be a
subject in the discussion forums of decision-makers at the heart of academies. What
cannot continue is the current facies of the education and research system,
which complains of few investments. To remain as it stands, there will be no
government response because of the little return on economic strengthening.
However, it is necessary to be aware that national research needs to be related
to the strengthening of economic competitiveness. We
are talking about academic capitalism, which is already a reality in developed
countries (MARTINS E ASSAD, 2008). According to UNESCO (1999):
"[...] Higher education should develop business skills and the sense
of initiative should become the main concern of higher education in order to
facilitate the employability of graduates and graduates who will increasingly
be called to leave the situation to seek work to assume above all the function
of creating work."
In this context, entrepreneurship assumes
a vital interest. Today, with the shrinking of the national state and the
reduction of formal jobs, entrepreneurship is seen as a way to ensure the
graduates of universities. It is necessary to create a new teaching model in
order to contribute to the realization of entrepreneurial education, offering
students tools and potential for the creation of work, as it is in developed
countries.
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