Abstract:

Armamar is a delightful rural area in northern Portugal, south of the Douro valley. It is characterised by an ageing population and a reduced demographic density (5680 inhabitants and a population density of 48/km², contrasting with its district capital Viseu of 197/km²). This region holds a weak network of local actors (schools, local governments, civil society) in cooperation with Academia, a reduced institutional thickness, as well as a peripheral economic and geographical position in relation to urban centers. This dissonance entails considerably insufficient access to science and innovative educational offers. Therefore, this leads to the creation of accentuated barriers, social inequalities and stereotypes, as well as low school performances and reduced involvement in active citizenship initiatives.

In response, in 2022, the public school (Agrupamento Escolas Gomes Teixeira) along with Armamar´s Municipality and the University of Porto created GOMA (Gomes Teixeira Science Academy). Through its formal and non-formal approaches, GOMA is focused on developing and implementing an educational transdisciplinary strategy, centred on students´ empowerment and their active- and centred-learning process. It is intended to position the school as an innovative ecosystem and active democratisation hub, allowing it to address challenges that are relevant locally. During 2021/2022, 14 science-based activities were carried out, involving more than five hundred students (from kindergarten to high-school students), 14 schoolteachers and 4 scientists, as well as 5 local and national partnerships.

One of these activities (to improve students' 21st-century skills), was the development of a two-day-workshop - “The science of science communication”-, to bring communication into students' curriculum by improving oral, writing and designing skills. Participants included 63 high school students (from the Natural Sciences, as well as the Social Sciences and Humanities), along with 3 teachers and 1 scientist. Through games, media and thought-provoking methodologies, the workshop assisted students in developing their ideas into meaningful messages and guided them to communicate it to broader audiences (through poster art, blogging, oral presentations, and nonverbal methods). Additionally, students were encouraged to collaborate, enhance and stimulate discussion, and value each other's opinions and views, in a spirit of sharing and cooperation. As part of the celebration of the school day, different "Creative Labs" sessions were held to present the results of the workshop.

Overall, assessment results indicated that the program had a very positive impact on students, boosting their capability to incorporate new and relevant communication skills into meaningful core elements; enhancing their curiosity, critical and creative thinking, teamwork and time management; improving awareness of its individual role in contemporary societies; and helping to strengthen their trust in science.

This communication is intended to present GOMA – as a vehicle for the promotion of science and technology, as well as a bridge connecting Armamar's school community to its civil society and to Academia -, and specifically its "Science of Science Communication" workshop as a tool for active citizenship. Our firm belief is that science can serve as a trigger and empowerment tool for combating inequalities and as a source of inspiration for education and culture.

Keywords:

Democratisation hub, rural zones, student’s empowerment, science-related activities, equity.