Social Participation in ST&I
Lessons for Critical Engineering Education
DOI:
https://doi.org/10.58210/rie3798Keywords:
Social Participation, Public policy, Engineering education, Science, Technology, and InnovationAbstract
This case study analyzes the panel discussion “Social Participation in Science, Technology, and Innovation,” held in May 2024 as part of the Science, Technology, and Society II (STS II) course at the Federal University of Rio Grande do Norte (UFRN). Based on the quadruple helix model, the activity brought together representatives from the executive and legislative branches, academia, the private sector, and civil society to discuss ST&I governance and policies. This qualitative research employed participant observation, audiovisual records, and thematic analysis, using open coding and source triangulation. The results highlight three main axes: the consensus on aligning ST&I with social demands; divergences regarding the protagonists' roles; and the pedagogical relevance of the experience for the critical development of engineering students. It concludes that participatory formative practices broaden the understanding of the social appropriation of science, contributing to its democratization within the Brazilian context.
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 José Germano Neto, Arthur Kewen Ferreira Agapito, Maria Luiza da Costa Barbosa
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant Revista Inclusiones the right of publication under Creative Commons Attribution 4.0 International (CC BY 4.0). This allows use, distribution, and reproduction in any medium, provided proper attribution is given to the author.
