Da interação ao engajamento: um estudo da experiência de visita de adolescentes à exposição “Explora” no Pavilhão do Conhecimento, em Lisboa  :

Luisa Massarani; Graziele  Scalfi; Juliana  Magalhães de Araújo; Jéssica  Norberto Rocha; Jéssica  Beck; Sofia  Lucas; Sandra  S. Soares

doi:10.21814/rpe.21557

Autores

Luisa Massarani INCT de Comunicação Pública da Ciência e Tecnologia, Casa de Oswaldo Cruz/Fiocruz, https://orcid.org/0000-0002-5710-7242
Graziele Scalfi INCT de Comunicação Pública da Ciência e Tecnologia, Brasil https://orcid.org/0000-0002-1417-1287
Juliana Magalhães de Araújo INCT de Comunicação Pública da Ciência e Tecnologia, Brasil https://orcid.org/0000-0002-6051-7381
Jéssica Norberto Rocha Fundação Cecierj, Jovem Cientista FAPERJ, INCT de Comunicação Pública da Ciência e Tecnologia https://orcid.org/0000-0002-9754-3874
Jéssica Beck INCT de Comunicação Pública da Ciência e Tecnologia, Brasil https://orcid.org/0000-0001-5095-2112
Sofia Lucas Pavilhão do Conhecimento - Centro Ciência Viva https://orcid.org/0000-0002-7589-8025
Sandra S. Soares Pavilhão do Conhecimento - Centro Ciência Viva https://orcid.org/0000-0002-6562-2674

DOI:

https://doi.org/10.21814/rpe.21557

Palavras-chave:

Museu de ciências, exposições interativas, Jovens

Resumo

Neste estudo, tivemos como objetivo compreender como os adolescentes interagem e se engajam em uma exposição interativa de ciências e as experiências de aprendizagem proporcionadas pela visita. Participaram do estudo cinco grupos de adolescentes entre 14 e 17 anos, em visita, fora do contexto escolar, à exposição de longa duração “Explora”, do Pavilhão do Conhecimento – Centro Ciência Viva, em Lisboa (Portugal). A investigação se caracteriza por um estudo de caso aliado a uma abordagem quanti-qualitativa. Os registros audiovisuais das visitas foram analisados com um protocolo que combina aspectos teóricos e empíricos da experiência de visita a centros de ciências. Os resultados indicam que as interações e o engajamento estiveram presentes, principalmente em episódios em que os adolescentes interagem ativamente com a exposição, uns com os outros, e quando conversam sobre como a exposição funciona. Observa-se também que existem condições iniciais de interação, que incentivaram o engajamento cognitivo dos jovens ao apoiar a construção de significado ou a formação de algum tipo de conexão com os conteúdos abordados na exposição.

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