Oficinas de produção de textos de divulgação científica na formação inicial docente: articulações entre ensino, criticidade e divulgação científica

Abstract

Scientific dissemination has been identified as an important tool for bringing science and society closer together, as well as contributing to more contextualized and critical educational processes. In the context of initial teacher education, scientific dissemination texts have the potential to stimulate reflections on teaching, contextualization of scientific content and the social role of science. This study aimed to analyze how workshops focused on the production of scientific dissemination texts contribute to the articulation between teaching, scientific dissemination and criticality in initial teacher education. The research is qualitative and involved chemistry and physics undergraduate students from Brazilian public universities. Data were produced through workshops, questionnaires, semi-structured interviews and analysis of texts produced by the participants. The results showed that the participants recognize the importance of scientific dissemination in connecting science and society and promoting students’ interest. However, a predominance of content-centered approaches and difficulties in developing deeper critical contextualization were observed. Nevertheless, the workshop contributed to expanding reflections on teaching, scientific language, contextualization and the social role of science, constituting a relevant formative space in teacher education. It is concluded that the production of scientific dissemination texts has the potential to foster critical-reflective practices in undergraduate teacher education, although challenges related to overcoming traditional teaching models remain.