CIÊNCIA QUE TRANSFORMA: INCLUSÃO, IDENTIDADE E FORMAÇÃO DE JOVENS PESQUISADORES EM PROJETOS CIENTÍFICOS NA FRONTEIRA BRASIL–BOLÍVIA

Abstract

This article analyzes the relevance of the projects Mais Ciência na Escola, Mostra Científica, and the Olimpíada Nacional de Povos Tradicionais, Quilombolas e Indígenas, developed in public schools in Cáceres (MT), on the Brazil–Bolivia border, with emphasis on the scientific and identity formation of students, especially Bolivian youth. The research adopts a qualitative, descriptive, analytical, and participatory approach, grounded in the fields of Geography of Education and interculturality, using bibliographic review, document analysis, and semi-structured interviews with four students participating in the initiatives. The results show that scientific initiation, combined with financial support through scholarships, contributes to school retention, reduction of educational inequalities, and strengthening of youth protagonism. It also reveals significant impacts on academic development, particularly in Portuguese language learning and scientific writing, as well as on the appreciation of cultural identities and the sense of belonging in a border context. The study concludes that these initiatives constitute effective strategies for democratizing access to scientific knowledge, promoting social inclusion, cultural recognition, and civic education, while strengthening identities and expanding future perspectives for students from traditional and immigrant communities.