Professor-Divulgador e produção de materiais de divulgação científica: contribuições da Alfabetização Científica e Tecnológica para a apropriação de temas CT

Abstract

In an increasingly interconnected society, changes are being observed in the ways we access, produce, and consume Science Communication Materials, directly impacting how individuals relate to science and technology. Therefore, considering Science Communication as a distinct discursive genre, which carries with it, albeit subjectively, the interpellated relationships of its producers, highlights the need to understand the possibilities of a training process capable of enhancing scientific and technological issues, taking into account the production and dissemination of these materials. Therefore, this research, based on Cunha's precepts of Science Communication, Scientific and Technological Literacy, and Fourez's Interdisciplinary Island of Rationality, investigated how Scientific and Technological Literacy processes could support the continuing education of teachers—from the perspective of science communicators—and guide the production of Science Communication Materials. The study adopted a qualitative approach, characterized as action research. Data were collected through knowledge base and activity sheets, interviews, scientific dissemination materials, and audio recordings obtained during a pedagogical workshop. The data were analyzed using Discursive Textual Analysis. The results highlight the importance of training communicators from the perspective of Scientific and Technological Literacy, as this strategy fosters the understanding of scientific and technological topics aligned with the social context. The research noted participants' initial difficulty in recognizing urban spaces as places of science and technology, even though they recognized the merit of scientific dissemination in everyday life. The data obtained through the workshop pointed to this shift in perception and the development of skills related to Scientific and Technological Literacy. It is worth highlighting the role of discursive relationships among participants and their influence on the construction of the materials. These addressed topics such as sustainability, urban mobility, and heritage conservation, highlighting the relevance of these issues to local realities and encouraging the public to embrace potential social and environmental change. This highlights the importance of discussions on the process of training teachers as science communicators and the potential of Science Communication for fostering a new social habit.