Formações de professores no contexto das Feiras e Mostras Científicas: uma revisão sistemática de literatura

Abstract

This article presents a systematic review of the literature that explores the meanings of teacher training in national studies on Fairs and Scientific Exhibitions (FMC). The analysis covers different training strategies, from face-to-face meetings to online courses, adapting to the specific needs of each region and context. The importance of partnerships and collaborations between teaching and research institutions is highlighted, aiming to strengthen the autonomy of teachers and promote the sharing of experiences. Teachers are recognized as transformative agents in the educational process, trained to guide and involve students in scientific activities, contributing to a reflective education oriented towards the construction of knowledge. In addition to promoting knowledge sharing, FMC play an important role in promoting science, social inclusion and developing public policies in the scientific field. The continuous need to invest in initiatives that value and strengthen teacher training in this context is emphasized, providing training experiences that benefit the professional development of teachers and the knowledge of students.