SCIENCE AND MATHEMATICS FAIR AS AN INTEGRATING AXIS OF INVESTIGATIVE PRACTICES, SCIENTIFIC INITIATION AND CITIZEN EDUCATION

Abstract

Science and Mathematics Fairs have become consolidated as important pedagogical strategies to promote scientific initiation, inquiry and scientific-citizen education in Basic Education. This article analyzes this Fair as an integrating axis of such practices, taking as reference the EUREKA experience, developed in the municipal public school system of Canaã dos Carajás (PA). It is a qualitative, applied study with a descriptive-analytical approach and a case study design. Data production involved a bibliographic survey and documentary analysis of institutional projects, regulations, guiding documents, pedagogical plans, administrative records, materials produced by the schools and records of the experience. The interpretation was based on Content Analysis, allowing the construction of five analytical categories: (1) investigative practices and scientific initiation; (2) interdisciplinarity in the pedagogical organization of the fair; (3) student protagonism and teacher mediation; (4) dissemination of knowledge and community participation; and (5) scientific-citizen education. The results show that the institutionalization of the EUREKA Fair favored the integration of curriculum, research and scientific dissemination, strengthened student protagonism, boosted teachers' continuing education, expanded interdisciplinarity and brought school and community closer through the socialization of scientific knowledge. It was concluded that, when incorporated as public educational policy and integrated into the curriculum, Science and Mathematics Fairs cease to be isolated events and become spaces for inquiry, pedagogical innovation, democratization of scientific culture and the formation of critical, autonomous and socially committed individuals.