O uso de parques urbanos para o ensino de Ciências e Biologia na cidade de Cuiabá

• Ano de defesa: 2017
• Autor(a) principal: Villela, Reicla Larissa Jakimim Schmidt
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Física (IF); UFMT CUC - Cuiabá; Programa de Pós-Graduação Mestrado Profissional em Ensino de Ciências Naturais
• Palavras-chave em Português: Ensino de ciências e biologia; Espaços não formais de ensino; CNPQ::CIENCIAS EXATAS E DA TERRA; Science and biology teaching; Non-formal teaching spaces
• Link de acesso: http://ri.ufmt.br/handle/1/4292

The teaching of Natural Sciences has been developing through different educational proposals that have followed each other over the decades as theoretical elaborations and that, in different ways, are expressed in classrooms. Many practices, even today, are based on the mere transmission of information, having as an exclusive resource the textbook and its transcription on the blackboard; others already incorporate advances, produced in the last decades, on the process of teaching and learning in general and on science teaching in particular. It is always important to emphasize that the process of teaching and learning is established through the relationship of the parties and this relationship with the environment. Learning in everyday life, in day-to-day situations is something formidable and gives us the chance to be always learning. In this context, the learner connects with knowledge so naturally that simple observations can promote more complex reflections on the scientific concepts worked on. The objective of this study was to evaluate the teaching praxis of public school teachers regarding the use of non-formal spaces categorized as State and Municipal Urban Parks of the City of Cuiabá for the teaching of Science and Biology and to select from among the various urban parks in the city of Cuiabá, units with potential to receive the school public. In order to enrich teacher praxis, we suggest the use of non-school learning spaces, which are different from the school space because they present new elements for the teaching of science and biology. In addition, depending on the space, the student is favored by direct contact with elements that are not present in a classroom or could be viewed only by virtual means. With the aim of facilitating and bringing teachers and students closer to those environments with great potential for educational practices, a field guide was developed as an educational product for the guidance of teachers who wish to adopt field lessons in the selected units in their praxis.