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The articulation between Teaching, Research and Extension represents a legal condition for the existence of Higher Education Institutions - IES, according to the Federal Constitution of 1988, Article 207, which establishes: "Universities enjoy didactic-scientific, administrative and of financial and patrimonial management, and will obey the principle of inseparability between Teaching, Research and Extension”, sine qua non condition for critical training of future professionals and citizens based on the production and socialization of knowledge, promoting the articulation between the real situation and the ideal of the different operational and administrative, conceptual and pedagogical acts. The article has as general objective to evaluate the articulation between teaching, research and extension as a motivating instrument for the student to participate in Scientific Initiation programs. This is a documental research that sought to analyze the indicators of the Pedagogical Project of Courses-PPC of a Higher Education Institution, regarding evidence of teaching, research and extension articulation. It was observed that once the articulation between teaching, research and extension is not identified in the course evaluation instrument, there are no elements that motivate students to participate in scientific initiation programs, due to the lack of requirement of the National Institute of Studies and Educational Research Anísio Teixeira – INEP.

The articulation between Teaching, Research and Extension represents a legal condition for the existence of Higher Education Institutions - IES, according to the Federal Constitution of 1988, Article 207, which establishes: "Universities enjoy didactic-scientific, administrative and of financial and patrimonial management, and will obey the principle of inseparability between Teaching, Research and Extension”, sine qua non condition for critical training of future professionals and citizens based on the production and socialization of knowledge, promoting the articulation between the real situation and the ideal of the different operational and administrative, conceptual and pedagogical acts. The article has as general objective to evaluate the articulation between teaching, research and extension as a motivating instrument for the student to participate in Scientific Initiation programs. This is a documental research that sought to analyze the indicators of the Pedagogical Project of Courses-PPC of a Higher Education Institution, regarding evidence of teaching, research and extension articulation. It was observed that once the articulation between teaching, research and extension is not identified in the course evaluation instrument, there are no elements that motivate students to participate in scientific initiation programs, due to the lack of requirement of the National Institute of Studies and Educational Research Anísio Teixeira – INEP.

The articulation between Teaching, Research and Extension represents a legal condition for the existence of Higher Education Institutions - IES, according to the Federal Constitution of 1988, Article 207, which establishes: "Universities enjoy didactic-scientific, administrative and of financial and patrimonial management, and will obey the principle of inseparability between Teaching, Research and Extension”, sine qua non condition for critical training of future professionals and citizens based on the production and socialization of knowledge, promoting the articulation between the real situation and the ideal of the different operational and administrative, conceptual and pedagogical acts. The article has as general objective to evaluate the articulation between teaching, research and extension as a motivating instrument for the student to participate in Scientific Initiation programs. This is a documental research that sought to analyze the indicators of the Pedagogical Project of Courses-PPC of a Higher Education Institution, regarding evidence of teaching, research and extension articulation. It was observed that once the articulation between teaching, research and extension is not identified in the course evaluation instrument, there are no elements that motivate students to participate in scientific initiation programs, due to the lack of requirement of the National Institute of Studies and Educational Research Anísio Teixeira – INEP.

The articulation between Teaching, Research and Extension represents a legal condition for the existence of Higher Education Institutions - IES, according to the Federal Constitution of 1988, Article 207, which establishes: "Universities enjoy didactic-scientific, administrative and of financial and patrimonial management, and will obey the principle of inseparability between Teaching, Research and Extension”, sine qua non condition for critical training of future professionals and citizens based on the production and socialization of knowledge, promoting the articulation between the real situation and the ideal of the different operational and administrative, conceptual and pedagogical acts. The article has as general objective to evaluate the articulation between teaching, research and extension as a motivating instrument for the student to participate in Scientific Initiation programs. This is a documental research that sought to analyze the indicators of the Pedagogical Project of Courses-PPC of a Higher Education Institution, regarding evidence of teaching, research and extension articulation. It was observed that once the articulation between teaching, research and extension is not identified in the course evaluation instrument, there are no elements that motivate students to participate in scientific initiation programs, due to the lack of requirement of the National Institute of Studies and Educational Research Anísio Teixeira – INEP.

The articulation between Teaching, Research and Extension represents a legal condition for the existence of Higher Education Institutions - IES, according to the Federal Constitution of 1988, Article 207, which establishes: "Universities enjoy didactic-scientific, administrative and of financial and patrimonial management, and will obey the principle of inseparability between Teaching, Research and Extension”, sine qua non condition for critical training of future professionals and citizens based on the production and socialization of knowledge, promoting the articulation between the real situation and the ideal of the different operational and administrative, conceptual and pedagogical acts. The article has as general objective to evaluate the articulation between teaching, research and extension as a motivating instrument for the student to participate in Scientific Initiation programs. This is a documental research that sought to analyze the indicators of the Pedagogical Project of Courses-PPC of a Higher Education Institution, regarding evidence of teaching, research and extension articulation. It was observed that once the articulation between teaching, research and extension is not identified in the course evaluation instrument, there are no elements that motivate students to participate in scientific initiation programs, due to the lack of requirement of the National Institute of Studies and Educational Research Anísio Teixeira – INEP.

The articulation between Teaching, Research and Extension represents a legal condition for the existence of Higher Education Institutions - IES, according to the Federal Constitution of 1988, Article 207, which establishes: "Universities enjoy didactic-scientific, administrative and of financial and patrimonial management, and will obey the principle of inseparability between Teaching, Research and Extension”, sine qua non condition for critical training of future professionals and citizens based on the production and socialization of knowledge, promoting the articulation between the real situation and the ideal of the different operational and administrative, conceptual and pedagogical acts. The article has as general objective to evaluate the articulation between teaching, research and extension as a motivating instrument for the student to participate in Scientific Initiation programs. This is a documental research that sought to analyze the indicators of the Pedagogical Project of Courses-PPC of a Higher Education Institution, regarding evidence of teaching, research and extension articulation. It was observed that once the articulation between teaching, research and extension is not identified in the course evaluation instrument, there are no elements that motivate students to participate in scientific initiation programs, due to the lack of requirement of the National Institute of Studies and Educational Research Anísio Teixeira – INEP.