343 Anais do XXI Seminário Internacional Nanotecnologias, Sociedade e Meio Ambiente desafios jurídicos éticos e sociais para a “grande transição sustentável” (XXI SEMINANOSOMA) through the Science in Society, has revealed the conceptual evolution in the study of science-society dynamics and, at the same time, how this evolution has been reflected in policy objectives and guidelines. RRI mobilises three dimensions that have been associated with a new science-society configuration and the consideration of its right impacts: the inclusion of diverse perspectives in scientific-technical dynamics, mutual responsibility in prospective or anticipatory terms and a learning dimension marked by the mobilisation of reflexivity. Responsible Science of Impacts is mobilised around processes that are linked to desirable futures in an iterative, inclusive and deliber- ative manner, giving rise to reflexive learning dynamics that contribute to broadening the spectrum of desirability and, at the same time, allow the exploration of “what if” narratives and expectations that broad- en the scope of collective co-responsibility. Thus, the extension of the Science of impacts into Responsible Science of impacts makes it possi- ble to analytically address the question of the impacts of research and innovation processes in nanotechnology on the basis of the constitutively socio-technical nature of these processes. It is thus advocated to open the range of problems to be considered and problematized when conceiving, debating and implementing different actions and socio-epistemic actions and solutions related to nanotechnology and its advances. References Beuscart, J. S. & Peerbaye, A. (2006). Histoires de dispositifs. Terrains & travaux, (2), 3-15. http://www.cairn.info/revue-terrains-et- travaux-2006-2-page-3.htm. [Accessed: 20 October 2024) Callon, M. (1986). Some elements of a sociology of translation: domestication of the scallops and the fishermen of St Brieuc Bay. Power, action and belief: A new sociology of knowledge, 32: 196-233. Callon, M. (1995). Four models for the dynamics of science. In S. Jasa- noff, G. E. Markle, J. C. Petersen, & T. Pinch (Eds.), Handbook of science and technology studies (pp. 29-63). Thousand Oaks, CA: Sage. Callon, M. & Law, J. (1989). On the construction of sociotechnical networks: Content and context revisited. Knowledge and Society, 8 (1): 57-83.
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