Comunicação pública da ciência e extensão universitária em instituições de ensino superior público no estado de São Paulo

Abstract

Based on the analysis of university extension projects aimed at K-12 students, this research focused on investigating two extension projects promoted by two public universities in the state of São Paulo: Project "A" from a State University and Project "B" from a Federal University. The core problem consists of identifying, within these university extension projects, the models of public communication of science, the position these projects occupy in Vogt's scientific culture quadrant, and the university extension models into which they fit. Therefore, the research seeks to understand how the practices of university extension projects directed at these school communities are structured in terms of planning, execution strategies, reception, and evaluation methods over the last five years. Furthermore, it seeks to identify the structures of these university extension projects and how the public dissemination of science occurs within them. To address this issue, the study analyzed and explored the relationships established between studies in the field of public communication of science—considering scientific culture and scientific communication under this prism—and university extension. The research was grounded in the conceptual fields of Social Studies of Science and Technology, Public Communication of Science, Science Education, Scientific Culture, Scientific Communication, and University Extension. To assist in the analysis of projects A and B, a Multiple Case Study methodology was employed. In this sense, the research reveals that Project A is predominantly based on Education for Science (Science Education), by stimulating knowledge sharing and the historical-social critique of students, employing the Contextual and Public Participation models. Meanwhile, Project B is based on Scientific Communication, utilizing the Deficit Model and the Contextual Model to address gaps in basic education, particularly as it involves a socially vulnerable community. Regarding university extension, Project A aligns with the procedural conception, which is based on dialogue and the exchange of knowledge, whereas Project B stands out for its focus on impact actions and social inclusion, aimed at educational assistance for youth in vulnerable situations.