Formação em ciência cidadã no contexto escolar: um estudo sobre a validação de protocolos por meio de um curso formativo

Abstract

The objective of this dissertation is to investigate the contributions of a training course to the conceptual understanding and validation of a Citizen Science protocol aimed at the school context, entitled Intelligent Eating: Citizen Science Transforming Habits. Situated at the interface between Food, Health, Science Education, and Citizen Science, the research addresses the excessive consumption of ultra-processed foods as a relevant public health problem, proposing Citizen Science as an educational strategy for the development of scientific literacy and critical participation. The methodological approach involved the development of two educational products – the Citizen Science protocol and the training course – and their application to a group of ten participants, including basic education teachers and undergraduate students. Data production occurred through diagnostic and final questionnaires, as well as a specific instrument for the technical validation of the protocol. The empirical material was analyzed based on Bardin's Content Analysis. The results indicate changes in participants' conceptions of science, highlighting a shift from a perspective focused on dissemination to an understanding of Citizen Science as an investigative, participatory, and collaborative practice. The validation process demonstrated the pedagogical consistency, interdisciplinary nature, and social relevance of the protocol, as well as its potential for integration into different areas of knowledge. On the other hand, challenges were identified for its implementation in the school context, related to curricular organization and the management of pedagogical time. It is concluded that Citizen Science is a promising approach for strengthening scientific literacy and social engagement, contributing to the formation of critical subjects and promoting reflection on eating habits in the school environment.