Volume 9Issue 22026

Articles

  • Category: Article

    Identity as Capital: Who Speaks About Science on Brazilian YouTube?

    In the context of the widespread reach of platforms such as YouTube, we study how identity-related issues shape the relationship between content creators and audiences, contributing to either the expansion or limitation of engagement with science-related videos published on Brazilian YouTube. To this end, we examine the argument that gender, race, and age are key factors structuring the dynamics of visibility, recognition, power, and the circulation of meaning. Our corpus consisted of 134 videos published on Brazilian YouTube. The findings show that identity functions as a mechanism of inclusion and exclusion in occupying positions of influence on platforms such as YouTube.

    Volume 9Issue 22026

  • Practice Insights

  • Category: Practice Insight

    Recycling detectives: an intergenerational play experience at Universum, the Science Museum

    Recycling detectives is an intergenerational educational activity offered by the children’s area at Universum, the Science Museum of the National Autonomous University of Mexico (UNAM), designed to teach children and their families about the recycling process for Tetra Pak® containers. This text describes the pedagogical criteria that guided its design and presents the results of a formative evaluation based on direct observation to analyze interactions, emotions, and knowledge gained during the experience. The findings show that play, as a legitimate form of learning, facilitates intergenerational cooperation, stimulates emotions, and promotes environmental thinking from an early age.

    Volume 9Issue 22026

  • Category: Practice Insight

    Recess: Science Workshops. A Science Communication Experience with Populations in Vulnerable Situations at a Public University

    Recess: Science Workshops is a science communication program at a public university in Mexico that has organized, since 2023, in-person interdisciplinary workshops for girls, boys, and adolescents in situations of social vulnerability, residing in or attending group homes and special care centers in the metropolitan area of Xalapa, particularly in Banderilla, Coatepec, and Xalapa. Over four cycles (2023–2026), more than thirty university departments, science communication collectives, and external institutions collaborated to offer educational experiences in the natural sciences, social sciences, humanities, and the arts, adapted to diverse populations, including people with multiple disabilities. This article describes the program's design, implementation, and lessons learned from a reflective-practice perspective, identifying methodological, logistical, and institutional challenges, as well as lessons that may guide similar initiatives. It argues that science communication grounded in a human rights approach requires flexible methodologies, solid institutional alliances, sustained accompaniment, and a culture of critical evaluation.

    Volume 9Issue 22026