As Feiras de Ciências e suas contribuições para a prática docente na Educação Básica: estudo de dissertações de Mestrados Profissionais (2018-2024)

Abstract

The present study, originating from the Graduate Program in Basic Education (PPGPEDU) of the Institute of Human Sciences of Pontal (ICHPO), aimed to analyze the strategies and contributions of Science Fairs (SF) based on Professional Master’s dissertations available in the CAPES Theses and Dissertations Catalog (2018–2024), with regard to teaching practice in Basic Education. We understand Science Fairs as powerful pedagogical strategies for students’ scientific development and for the re-signification of teaching practice, constituting privileged spaces for learning, training, investigation, and student protagonism. From a methodological standpoint, we adopted a literature review as the research strategy. The analytical perspective for data construction was developed through Content Analysis (Bardin, 2016). Three thematic categories were identified: (1) Science Fairs as a didactic strategy; (2) Science Fairs as a space for interdisciplinarity; and (3) contributions of Science Fairs to scientific education and teaching practice. Based on these categories, we emphasize Science Fairs as an urgent formative strategy within and alongside Science Education, as they can promote student protagonism, interdisciplinarity, the development of scientific skills, and reflection on teaching practice, contributing to the strengthening of investigative practices in schools and to teachers’ continuing education. The Educational Product entitled “Teacher Education and Science Fairs as Spaces of Investigation and Transformation,” derived from this research, consists of a Training Workbook aimed at the continuing education of Basic Education teachers, with the purpose of offering theoretical and practical support for understanding, planning, and using Science Fairs as investigative pedagogical practices contextualized to the school reality. We consider that this work may intensify relevant theoretical and practical contributions to the understanding of Science Fairs as spaces of investigation and formation, as well as to the strengthening of teaching practice and students’ scientific education in Basic Education.