O papel do Jornal UFS na divulgação e alfabetização científicas

• Ano de defesa: 2014
• Autor(a) principal: Ribeiro, Luiz Amaro
• Orientador(a): Araujo, Maria Inêz Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Universidade Federal de Sergipe; Educação; Notícias científicas; Jornalismo educativo; Jornalismo científico; Divulgação científica; Jornal UFS; Alfabetização científica; Assessoria de comunicação.
• Palavras-chave em Inglês: Education; Journalism educational; Journalism, Scientific; Science news
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/4817

Science communication sets as an ally of scientific literacy, since the popularization of knowledge in science and technology (S & T) composes as a beneficial action to the educational process in science, which allows to the citizen to create a critical mindset about the progress, outcomes and limits of science and technology. The aim of this study therefore is to understand how teachers/researchers from UFS evaluate the importance of science communication in UFS Journal, which is produced by the Communications Department of the Federal University of Sergipe, and to what extent this paper enables science literacy. The study is qualitative, and its main informational instrument is the questionnaire, which was answered by 16 teachers/researchers, sources of S&T reports published at UFS Journal - since the first edition printed in 2007 until the first edition of 2013, totaling 9 editions. The results showed that the UFS researchers realize the importance of science communication as a mean for disseminating the knowledge restricted to the general public and, regarding the UFS Journal , they pointed out the problems of frequency, distribution and range of printed as impediments to the performance of the S&T promotional activity. Concerning the relationship between divulgation and scientific literacy, the majority considered these two inseparable elements, indicating the relevance of the first to arrive at the second.