Scientific initiation, scientific dissemination, scientific culture, science fairs, initial and
continuing education for teaching... These are some of the actions that have been
developed by Science Clubs in Pará. The first Science Club emerged in mid-1979 in the
state, called Science Club of the Federal University of Pará - CCIUFPA and since then
its actions have contributed to the dissemination of several other spaces in neighboring
municipalities and in distant regions of the state that have been consolidated with
personality and identity, therefore, although the actions move towards the same objective,
which is the scientific initiation of professors and students, these Clubs were encouraged
to develop and constitute themselves based on the demand of their public and community,
which makes them unique within their operating context. In this research, focus is given
to the historical and epistemological bases of the scientific initiation of the Science Clubs
of Abaetetuba-PA and Moju-PA. In this direction, the research problem is expressed: "in
what terms are the activities of Science Clubs in the immediate geographic region of
Abaetetuba-PA configured, in view of the historical-epistemological bases of scientific
initiation developed by them?", and how objective: to investigate the epistemological
historical bases of the scientific initiation activities of these spaces mentioned there, from
the investigated histories from its foundation to the present day. In this perspective, I
defend the thesis that the Science Clubs of Moju-PA and Abaetetuba-PA build and
develop pedagogical practices in line with the demands of contemporaneity, whose
historical, theoretical-methodological and epistemological aspects of scientific initiation
are predominantly located in the development cultural center focused on the ScienceKnowledge-Society trilogy, contributing to the formation of critical and responsible
citizenship for students and the professional development of teachers. For this, I adopt
qualitative research in the narrative modality, where life experiences of students, teachers,
coordinators and collaborators of these spaces are intertwined in information documented
in scientific works and internal records (from minutes of meetings, scientific initiation
projects, histories, among others. others.) constituting oral and written narratives. In this
sense, for the analysis of the information, I adopt the discursive textual analysis and in
this way, the raised narratives were constituted in field texts that from new and other
interpretations form this metatext. From this analysis, I build three emerging axes: i)
“TAKING FORWARD THE AFFLUENTS: consolidation of the Science Clubs of MojuPA and Abaetetuba-PA”; ii) “THIS RIVER IRRIGUATED CULTURE: dissemination
and popularization of Science”; iii) “THE WATERS CHANGE: different contexts of
scientific initiation in basic education through the Science Clubs of Abaetetuba and Moju
for the 21st century”; The results show that the Science Clubs of Moju-PA and
Abaetetuba-PA build and develop pedagogical practices according to contemporary
demands, where the historical aspects of scientific initiation are located in cultural,
educational, technological and Science development, thus contributing way, for the
critical formation of the citizen and for the teaching professionalization. In this way, I
conclude that studying scientific initiation in Science Clubs, through narratives, is to
retake the experience, relive stories lived and told by those who look at Science and its
teaching with new perspectives for basic education, thus recounting the history of Science
in the educational scope projecting new perspectives for the formation of the citizen of
this century in the context of Pará and in the country.
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