Communication in both formal and non-for-mal education requires specific spaces, com-municators and activities. Communication in formal science is highly regulated by research needs and the purposes of higher education institutions. In non-formal science, communi-cation is more intrinsic, voluntary and typica-lly non-sequential, given that it is a function of activities designed in out-of-school envi-ronments. In both cases, communication is linked to learning and is mediated by indivi-dual or community engagement and the need for constant dialogue between communica-tors and public and by the need to constantly design new architectures of interactio
