II Simpósio- artigos agrupados Editado ate pagina 1035

ABSTRACT : Higher education is the highest level in the quest for emancipatory
knowledge by satisfying the need to understand aspects related to man in his
professional construction and social role. Thus, the production of academic works
becomes a decisive factor not only for the pursuit of the degree, but also for the
effectiveness of the acquired knowledge, which seeks solutions and improvements in
society. The study aims to analyze the perception about the contributions of the Course
Completion Work (TCC) in the constructive formation of theoretical and practical
knowledge at the Federal University of Maranhão in 2017 at the Bacanga Campus. The
methodology used was an applied, descriptive, qualitative-quantitative research through
participant observations, bibliographic review and application of semi-open
questionnaires for the data collection for later analysis. To think of higher education is
to relate it to the concrete base tripod (teaching-research-extension) which links
knowledge and its applicability to the educational environment of universities and to the
social environment. However, the university has not been able to fully realize the
indissociability of its tripod. Observed by its uselessness, attributed according to the
interviewees' view, which summarizes the research product only the partial requirement
for obtaining titles, whose last reading and primary and unitary access are restricted to
its producers and to the examining bank. Although many students are interested in the
field of research, there are those who choose to stay away from it because they consider
it rigorous. There are numerous convergences of opinions on the importance of research
in the university and for society. It is concluded that the university is an ideal space for
the conception and reinvention of knowledge. It was observed that the priority changes
should start from the main ones involved in the elaboration, finalization and application
of the produced knowledge, when envisaging scientific research as production and
reproduction of knowledge. Although it presents obstacles to the realization of the
indissociability of its tripod, there are possibilities of change to the framework observed
in the field of research. The productions must include in their totality the
indissociability between teaching-research-extension. In this sense, higher education
entities contribute directly to the process of social transformation by overcoming their
778