CIÊNCIA CIDADÃ COMO PRÁTICA PEDAGÓGICA NA FORMAÇÃO DE PROFESSORES

Abstract

This paper discusses citizen science as a pedagogical practice in teacher training, with an emphasis on its role in building an inclusive, critical, and engaged education. By analyzing experiences from Brazilian and international schools, the integration of citizen science projects into the school curriculum is explored, involving students in the collection and analysis of data on environmental, social, and cultural issues. Citizen science practices connect students with both local and global realities and allow them to become active, critical, and conscious citizens. The use of digital technologies is highlighted as an essential tool for promoting collaborative and democratic education. The paper also examines how these initiatives contribute to the formation of critical subjectivities and identities, addressing the implications of these practices for pedagogical dynamics. Citizen science promotes active student participation, both in the learning process and in solving social problems, positioning itself as an innovative strategy to transform the school routine and foster transformative education.