As feiras de ciências no âmbito da educação profissional e tecnológica: encontro de comunidades de práticas e a aprendizagem situada na promoção da pesquisa como princípio pedagógico

Abstract

This dissertation investigates the role of Science Fairs in the context of Professional and T echnological Education (EPT), analyzing their capacity to promote research as a pedagogical principle through the articulation between communities of practice and situated learning. Based on the assumption that research must be present in the training process, the study is anchored in references such as polytechnics, popular education and the Marxist foundations of omnilateral training. Science Fairs are presented as non-formal, collaborative spaces in which the exchange of knowledge between subjects from different backgrounds and levels of experience favors student protagonism, criticality and the integration of theory and practice. The research adopts a qualitative-quantitative approach, with an exploratory and propositional character , based on the Design-Based Research (DBR) methodology and content analysis. Instruments were used such as document analysis of public notices promoting scientific popularization (F APESB, CNPq, SNCT) and the FEBRACE annals, as well as questionnaires applied to specialists to validate the educational product developed. The paper maps the participation of Federal Institutes in FEBRACE-affiliated fairs (2020-2024).Data analysis shows that Science Fairs function as a meeting of frontiers, promoting encounters between subjects and communities of practice at different stages of participation. The fairs not only broaden students' learning horizons, but also promote equity , inclusion and intercultural dialog, reinforcing the principles of counter-hegemonic education. As a result, a teaching guide was drawn up to support the implementation of Science Fairs at Federal Institutes, with practical and pedagogical guidelines aimed at building democratic, collaborative and integrative events. The study reinforces that Science Fairs are important spaces for the critical, creative and transformative education of EF A students. It also positions these events as important spaces for scientific dissemination and social inclusion, highlighting their strategic value in promoting a fairer , more integrated and meaningful education.