Conceptual dimensions of science communication in educational practices of itinerant science

Abstract

Itinerant science can be understood as an educational practice of scientific dissemination that shares scientific knowledge with different territories and audiences through mobile and temporary actions, creating opportunities for closer ties between science and society. Within this context, the objective was to characterize itinerant science educational practices through a systematic review of experiences shared in Brazilian research, deducing conceptual dimensions regarding their specificities in scientific dissemination. Twenty-five Brazilian research studies, published in the last 20 years and indexed in the OasisBR database, were mapped and analyzed using the discursive textual analysis method. The review revealed three structuring axes of the investigated actions: universalization, inclusion, and the training of mediators. These are further developed into conceptual dimensions of a territorial, mediator-dialogical, and critical-inclusive nature. Although it presents social potential, itinerant science still lacks theoretical systematizations that encompass its specificities, permanent public policies, and impact assessment mechanisms, which reinforces the need for studies aimed at its consolidation as a field of scientific dissemination.