Different views: new perspectives for Olympics, Science Fairs and Scientific Exhibitions in Brazil

NOVAS PERSPECTIVAS PARA AS OLIMPÍADAS CIENTÍFICAS, MOSTRAS E FEIRAS DE CIÊNCIAS NO BRASIL

Abstract

This paper addresses Science Fairs, Science Exhibitions and Science Olympiads from a critical and dialogical perspective, based on Comprehensive Education. The main objective is to analyze and intertwine these educational initiatives, investigating whether they guarantee a quality and inclusive education or whether they contribute to the perpetuation of social inequalities, considering their pedagogical and epistemological consequences. To achieve this objective, we used a methodology based on a theoretical review grounded in the thoughts of authors such as Freire, Bachelard, Adorno and Moll. Freire advocates a critical, democratic and dialogical education that promotes autonomy and freedom, as opposed to authoritarian practices. Bachelard contributes to the analysis of epistemological obstacles in the construction of knowledge. Adorno emphasizes the importance of emancipatory education as an instrument against barbarism and misinformation, highlighting the role of critical thinking. Moll proposes an articulation between schools and territories through Comprehensive Education, promoting the holistic development of individuals. The results indicate that, while Science Fairs, Science Exhibitions and Science Olympiads can act as important pedagogical tools, there are significant challenges related to their ability to promote inclusive and egalitarian education, often reproducing social inequalities. We conclude that it is necessary to rethink these initiatives from a critical approach, which values ​​inclusion, collaborative work and the comprehensive education of students, aligning them with the principles of Comprehensive Education to ensure an effective educational transformation.