Participação parental na divulgação científica sobre transtorno do espectro autista (tea) / Parental participation in science communication about autism spectrum disorder (asd)

RESUMO A participação de familiares de pessoas com Transtorno do Espectro Autista (TEA), em especial as mães, na busca e na utilização de informações sobre o tema para melhoria da qualidade de vida é reconhecida. Entretanto, pouco se sabe sobre os modos de participação, os conhecimentos, as ferramentas de circulação de informação, as representações envolvidas ou as determinações decorrentes desses processos. Com o objetivo de compreender os modos de participação de familiares de pessoas com TEA em ações comunicacionais sobre o tema bem como os elementos culturais relacionados, utilizou-se, como ferramenta teórico-metodológica, o Circuito da Cultura. Aplicou-se um questionário online destinado a familiares de pessoas com TEA, divulgado via associações. A partir de uma análise quali-quantitativa, percebeu-se que a divulgação científica sobre o TEA pode constituir-se como uma importante ferramenta para a comunicação entre sujeitos e coletivos envolvidos com o tema. A busca e a produção de informações e a formação de redes de apoio entre familiares e especialistas promovem transformações em percepções, atitudes e valores no grupo familiar e, muitas vezes, em contextos extrafamiliares.

ABSTRACT The participation of family members of people with Autism Spectrum Disorder (ASD), especially mothers, in the search and use of information on the subject to improve life quality is recognized. However, little is known about the participation ways, the knowledge, the tools for information circulation, the representations involved or the determinations arising from these processes. In order to understand the participation of family members of people with ASD in communicational actions on the theme as well as the related cultural elements, the Culture Circuit was used as a theoretical and methodological tool. An online questionnaire aimed at family members of people with ASD was applied, disseminated via associations. From a qualitative and quantitative analysis, it was realized that the science communication about ASD can be an important tool for communication between subjects and collectives involved with the theme. The search and production of information and formation of supportive networks between family members and specialists promote changes in perceptions, attitudes and values in the family group and often out of familiar contexts.

Research in education and communication in science: contributions from the Biota-Fapesp program to biodiversity education / Pesquisa em educação e comunicação em ciências: contribuições do programa Biota-Fapesp para a educação em biodiversidade

Abstract In this article, we aim to understand the contributions of the Biota-Fapesp Program to the research in biodiversity education and communication. Our research questions are: (i) is the Biota-Fapesp Program following or contributing to the significant advances in conceptual, technological/methodological, and management/governance aspects of biodiversity education/communication research?; (ii) if yes, how do the projects contribute to these advances?; and (iii) what are the main expectations for the future of Biota in education and communication research? Our analyzes highlighted a qualitative contribution from the Biota-Fapesp Program at institutional, methodological, conceptual, and educational levels. However, due to the few projects, it can be considered a summative contribution and not a transformative one. Perspectives for the Biota-Fapesp Program in these areas were divided into three approaches: 1. Research lines and concepts that could be encouraged through specific calls or inclusion in other calls of interest to the Program; 2. Innovative methodological approaches for the area that should be encouraged; 3. Suggestions for scientific research management and infrastructure. Through data and discussions presented below, we hope to contribute to the understanding of the role of Biota-Fapesp in the area, and point out ways to develop research, practices and public policies that promote the strengthening of science as culture.

Resumo Neste artigo, buscamos compreender as contribuições do Programa Biota-Fapesp para a pesquisa em educação e comunicação em biodiversidade. Nossas questões de pesquisa são: (i) o Programa Biota-Fapesp está acompanhando e/ou contribuindo para os principais avanços nos aspectos conceituais, tecnológicos/metodológicos e/ou de gestão/governança da pesquisa em educação/comunicação em biodiversidade?; (ii) se sim, como os projetos contribuem para esses avanços?; e (iii) quais são as principais expectativas para o futuro do Biota na pesquisa em educação e comunicação? Nossas análises destacaram uma contribuição qualitativa do Programa Biota-Fapesp nos níveis institucional, metodológico, conceitual e educacional. No entanto, devido ao baixo número de projetos, esta contribuição pode ser considerada somativa, mas não transformadora. As perspectivas do Programa Biota-Fapesp para essas áreas foram divididas em três abordagens: 1. Linhas de pesquisa e conceitos que podem ser incentivados por meio de editais específicos ou inclusão em outros editais de interesse do Programa; 2. Abordagens metodológicas inovadoras para a área que devem ser incentivadas; 3. Sugestões para gestão e infraestrutura da pesquisa científica. Por meio dos dados e discussões apresentados a seguir, esperamos contribuir para a compreensão do papel do Biota-Fapesp na área, bem como apontar caminhos para desenvolver pesquisas, práticas e políticas públicas que promovam o fortalecimento da ciência como cultura.

Children as curators: how to incorporate young visitors' voices into the elaboration and evaluation of a microbiology exhibition.

Studies of museum publics are relatively recent, and studies of child visitors are even more recent. In this paper we summarize the types of exhibition evaluations mentioned in the literature and present an evaluation process for an exhibition about microbiology developed for and with input from 4-to-6-year-old children. As a case study we analyzed an exhibition entitled "The Giant World of Microbes." Audio and video interviews were recorded with child visitors, and the stimulated recall technique was also employed. The data indicate the importance of interactive activities in enhancing child motivation and providing pertinent routes to follow when preparing an exhibition geared toward children.

Children as curators: how to incorporate young visitors’ voices into the elaboration and evaluation of a microbiology exhibition

Studies of museum publics are relatively recent, and studies of child visitors are even more recent. In this paper we summarize the types of exhibition evaluations mentioned in the literature and present an evaluation process for an exhibition about microbiology developed for and with input from 4-to-6-year-old children. As a case study we analyzed an exhibition entitled "The Giant World of Microbes." Audio and video interviews were recorded with child visitors, and the stimulated recall technique was also employed. The data indicate the importance of interactive activities in enhancing child motivation and providing pertinent routes to follow when preparing an exhibition geared toward children.

Children as curators: how to incorporate young visitors’ voices into the elaboration and evaluation of a microbiology exhibition

Studies of museum publics are relatively recent, and studies of child visitors are even more recent. In this paper we summarize the types of exhibition evaluations mentioned in the literature and present an evaluation process for an exhibition about microbiology developed for and with input from 4-to-6-year-old children. As a case study we analyzed an exhibition entitled "The Giant World of Microbes." Audio and video interviews were recorded with child visitors, and the stimulated recall technique was also employed. The data indicate the importance of interactive activities in enhancing child motivation and providing pertinent routes to follow when preparing an exhibition geared toward children.

Os estudos sobre exibições em museus são relativamente recentes, e estudos sobre crianças visitantes são mais recentes ainda. Este trabalho faz um resumo dos tipos de avaliações de exibição mencionados na literatura e apresenta um processo de avaliação para uma exibição de microbiologia desenvolvida para, e com o auxilio de, crianças entre 4 e 6 anos. Como estudo de caso analisamos uma exibição intitulada "O Mundo Gigante dos Micróbios". Foram gravadas entrevistas de áudio e vídeo com os visitantes mirins, e também se utilizou a técnica de estimulação da memória. Os dados indicam a importância das atividades interativas no fortalecimento da motivação das crianças e oferecem caminhos pertinentes a seguir na elaboração de exibições focadas no público infantil.

Learning about microorganisms in childhood: four- to six-year-old children’s voice in kindergartens and museums

The main purpose of this research was to identify 4 to 6-year-old children’s ideas about microorganisms, taking into consideration the learning processes carried out in different educational contexts. To this end, data were collected from two institutions – a science museum and a kindergarten – by means of interviews, recorded conversations, drawings, and the application of a didactic sequence with the kindergarten group. A qualitative analysis of the data revealed that children associate the presence of microorganisms with dirty places and see them as pathological agents. The children demonstrated that they understand the idea of scale and the need for magnifying instruments. We found that they consider microorganisms morphologically similar to insects and that they use various scientific words appropriately. It was concluded that young children understand the theme "microorganisms", and that it should be addressed more actively by institutions that teach four- to six-year-olds, which are responsible for contributing to their scientific literacy and science learning in childhood. It is proposed that the following themes be developed in educational activities with young children: biodiversity, scale, biological functions, and relationships with humans and food.

Learning about microorganisms in childhood: four- to six-year-old children’s voice in kindergartens and museums

The main purpose of this research was to identify 4 to 6-year-old children’s ideas about microorganisms, taking into consideration the learning processes carried out in different educational contexts. To this end, data were collected from two institutions – a science museum and a kindergarten – by means of interviews, recorded conversations, drawings, and the application of a didactic sequence with the kindergarten group. A qualitative analysis of the data revealed that children associate the presence of microorganisms with dirty places and see them as pathological agents. The children demonstrated that they understand the idea of scale and the need for magnifying instruments. We found that they consider microorganisms morphologically similar to insects and that they use various scientific words appropriately. It was concluded that young children understand the theme "microorganisms", and that it should be addressed more actively by institutions that teach four- to six-year-olds, which are responsible for contributing to their scientific literacy and science learning in childhood. It is proposed that the following themes be developed in educational activities with young children: biodiversity, scale, biological functions, and relationships with humans and food.

Conversas de aprendizagem em museus de ciências: como os deficientes visuais interpretam os materiais educativos domuseu de microbiologia?

Os processos de divulgação e educação em Ciências vêm tomando grandeimportância, principalmente a partir do último quarto do século passado. Osmuseus de ciências, enquanto espaços de educação não formal, têm papelimportante na ampliação e refinamento desses processos e, sendo locais abertosà população, são demandados a desenvolver propostas inclusivas. O Museu de Microbiologia do Instituto Butantan desenvolveu uma série de atividades e materiais educativos sobre microrganismos para facilitar a aproximação entre o público deficiente visual e a cultura científica. No presente estudo procurou-se compreender como os visitantes deficientes visuais interpretam os materiais desenvolvidos, verificar qual o entendimento que o uso desses materiais propicia e estudar os tipos de significados que lhes são dados. Pessoas com deficiência visual foram entrevistadas durante a exploração do material com o auxílio de um áudio-guia e as conversas geradas foram analisadas, estabelecendo-se categorias interpretativas. A categoria mais frequente foi a “Estratégica de Uso”(11,8%), quando os deficientes visuais manifestavam suas impressões sobrecomo utilizar o Programa MicroToque. Outras duas categorias, “Afetiva de Prazer” (10,2%) e “Perceptiva de Identificação” (8,6%) foram também encontradas. A junção das ferramentas tátil e auditiva foi fundamental para a resolução de problemas e criação de representações visuais, importantes para construção e compreensão de conceitos e facilitando a organização do pensamento teórico.Sugere-se aqui a necessidade de uma organização dos conteúdos que favoreçao estabelecimento de conversas interpretativas conceituais e também a consideração dos conhecimentos prévios de visitantes com deficiência visual na elaboração dos aparatos a eles destinados, o que poderia propiciar maior frequência de outras elaborações conversacionais.