Resumo:
This research is situated at the interdisciplinary intersection of Development, Theatre, and Education, employing Actor-Network Theory (ANT) as a fundamental theoretical lens. Given the strategic relevance of science popularization in the contemporary scenario, this study describes and maps the sociotechnical trajectory of the QuiTrupe group (2013–2024). This extension project emerged within the Chemistry teaching degree program at the Federal University of Itajubá (UNIFEI), merging theatrical practice with scientific knowledge and chemical experiments. By focusing on mapping the primary human and non-human actors within the network and tracing the associations that enabled the group’s stabilization, this analysis provides a visual representation of network dynamics. The methodology is grounded in the cartography of controversies and originates from the perspective of an internal researcher-cartographer, allowing for seamless access to traces and subjective affectations as integral research data. The documentary corpus, comprising diverse sources, was supplemented by twelve interviews with spokespersons from different periods of the collective. Furthermore, this analysis considers non-human agency, highlighting the roles of funding, logistical organization, and scenic objects in the transformation and maintenance of the network over time. These results were systematized into Oligopticon-Maps, revealing associational movements across five stages: the chemistry show period, the group formation period, the magmatic period, the isolation period, and the resumption period. Over time, QuiTrupe consolidated its identity through the convergence of artistic, educational, and pedagogical interests present in all periods, distinguishing the group from others in the field. The use of chemical experimentation combined with theatrical comedy narratives inspired by well-known children's literature served as the elements that stabilized QuiTrupe’s collective identity. The conclusion reveals an Artscience practice driven by potent student autonomy and intense transformations throughout the process. Moreover, the group’s actions span all quadrants of scientific culture, from production to education and science communication. By emphasizing the inseparability of culture and science, this work contributes to the understanding and production of activities that bridge science and art.
