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Inclusão Social através da Comunicação Intergeracional de Ciência – Uma Análise Exploratória
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Orientador(es)
Resumo(s)
A compreensão pública da ciência e a comunicação de ciência assumem a sua relevância na problemática da inclusão social na medida em que permitem o desenvolvimento de competências importantes no contexto societal atual. Nesse sentido, propomos a criação de programas que objetivem o desenvolvimento dessas competências junto de jovens vulneráveis ao risco de exclusão. Situações de aprendizagem informal são, adicionalmente, locais privilegiados ao encontro de grupos sociais diversos e à criação de laços comunitários. Neste âmbito, considerámos a população sénior, pois argumentamos a favor da prática intergeracional como mecanismo desbloqueador do desenvolvimento de competências que facilitam a aquisição de conhecimento, valores e atitudes fundamentais ao exercício de uma cidadania plena numa sociedade de conhecimento.
Uma vez que esta conjunção da prática intergeracional com a comunicação de ciência é pouco explorada na literatura disponível, procurámos responder à questão de como organizar um projeto intergeracional de ciência, através de entrevistas às equipas de projetos que se posicionem como intergeracionais; de comunicação de ciência para séniores; de intervenção comunitária baseada na formação; e projetos intergeracionais de ciência. Realizámos questionários aos participantes: dos 13 projetos analisados, apenas dois apresentaram uma amostra substancial. Nesta análise, propusemos identificar características e práticas comuns, de forma a inferir aspetos que determinem o sucesso de um programa intergeracional de ciência (PIC), e propor um quadro teórico que organize essas características e fundamente a nossa avaliação ao programa. A nossa análise devolveu informação relativa a categorias que chamámos Organização, Implementação e Avaliação, englobando temas que vão da definição de objetivos até à replicabilidade dos projetos em diferentes contextos.
Finalmente, numa ótica de caso de estudo, realizámos três atividades de ciência (uma sessão de preparação, outra destinada só a jovens, e uma terceira intergeracional) com os jovens do Centro de Artes e Formação (CAF) do Lumiar, no sentido de aplicar algumas das nossas aprendizagens e ajustar o projeto. Nesta fase, pudemos verificar a relevância de alguns dos fatores de sucesso identificados anteriormente. Este trabalho permite-nos, em última instância, propor um plano de intervenção, bem como identificar questões que devemos explorar em estudos futuros.
The public understanding of science and science communication demonstrate their relevance to the problematic of social inclusion by enabling the development of important competences in today’s society. In this context, we propose the creation of programs that aim at the development of these sort of competences among young people vulnerable to social exclusion. Informal learning situations are, in addition, perfect places to meet diverse social groups and create community ties. Thus, we considered the senior population, as we argue in favour of intergenerational practice as a mechanism to unblock the development of skills that facilitate the acquisition of knowledge, values and attitudes fundamental to the exercise of an active citizenship in today’s knowledge society. As this conjunction of intergenerational practice and science communication is little explored in the literature, we have tried to answer the question of how to organize an intergenerational science program through interviews with teams of projects that position themselves as intergenerational; as science communication projects for seniors; intervention projects based on education; and intergenerational science projects. We applied questionnaires to the participants: of the 13 projects analysed, only two presented a substantial sample. In our analysis, we proposed to identify common characteristics and practices, to infer aspects that determine the success of an intergenerational science program (PIC), and to propose a theoretical framework that organizes its characteristics and serves as basis for an evaluation. Our analysis delivered information related to categories that we called Organization, Implementation and Evaluation, encompassing themes that range from the definition of objectives to the replicability of projects in different contexts. Finally, in a case study perspective, we developed three science activities (one preparation session, another for young people only, and a third intergenerational session) with the youth of the Centre for Arts and Training (CAF) of Lumiar, to apply some of our learnings and adjust accordingly. We were able to verify the relevance of some of the success factors previously identified. Thus, our work allowed us to propose an intervention plan and identify issues to explore in future studies.
The public understanding of science and science communication demonstrate their relevance to the problematic of social inclusion by enabling the development of important competences in today’s society. In this context, we propose the creation of programs that aim at the development of these sort of competences among young people vulnerable to social exclusion. Informal learning situations are, in addition, perfect places to meet diverse social groups and create community ties. Thus, we considered the senior population, as we argue in favour of intergenerational practice as a mechanism to unblock the development of skills that facilitate the acquisition of knowledge, values and attitudes fundamental to the exercise of an active citizenship in today’s knowledge society. As this conjunction of intergenerational practice and science communication is little explored in the literature, we have tried to answer the question of how to organize an intergenerational science program through interviews with teams of projects that position themselves as intergenerational; as science communication projects for seniors; intervention projects based on education; and intergenerational science projects. We applied questionnaires to the participants: of the 13 projects analysed, only two presented a substantial sample. In our analysis, we proposed to identify common characteristics and practices, to infer aspects that determine the success of an intergenerational science program (PIC), and to propose a theoretical framework that organizes its characteristics and serves as basis for an evaluation. Our analysis delivered information related to categories that we called Organization, Implementation and Evaluation, encompassing themes that range from the definition of objectives to the replicability of projects in different contexts. Finally, in a case study perspective, we developed three science activities (one preparation session, another for young people only, and a third intergenerational session) with the youth of the Centre for Arts and Training (CAF) of Lumiar, to apply some of our learnings and adjust accordingly. We were able to verify the relevance of some of the success factors previously identified. Thus, our work allowed us to propose an intervention plan and identify issues to explore in future studies.
Descrição
Palavras-chave
Comunicação de ciência Prática intergeracional Intervenção social Inclusão social Compreensão pública de ciência Sociedade de conhecimento