(RE)THINKING THE FORMATIVE PROCESSES IN SCIENCE FAIRS FROM THE PERSPECTIVE OF THE COMPLEX PARADIGM

Abstract

Science Fairs are spaces dedicated to scientific dissemination, bringing together different types of knowledge and promoting training for students and teachers. Since their early stages in school settings, Science Fairs have undergone changes, allowing the integration of different areas of knowledge and fostering an interdisciplinary perspective. In this context, the Complex Paradigm, through the Ecology of Action, is present in the actions and interactions promoted. This paradigm suggests that, through a continuous circuit of interrelations and feedback, one action can be influenced by another, modifying processes according to the results generated. Thus, the present study analyzed what emerges regarding the Ecology of Action in the experience reports of the teachers participating in the E-book of the “VII Science Fair: Integrating Knowledge in the Coastal Region.” For this, we used qualitative research methodology, seeking to understand how this principle manifests. The results demonstrated that the interaction between participants stimulates reflection and the (re)signification of teaching practice, contributing to social transformation, aligned with the perspective of the complex paradigm. Furthermore, interdisciplinarity emerges in these spaces, showing that this perspective encompasses both teacher training and student learning as they research and carry out projects.