Reflexões sobre a prática docente em espaços não formais e apresentação de um guia para o planejamento de visitas a museus de Ciências

• Ano de defesa: 2021
• Autor(a) principal: Segatto, Flávia Zago
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Ensino de Ciências e Matemática (Mestrado Profissional)
• Palavras-chave em Português: Ensino de ciências; Science teaching; Espaços não formais; Non-formal spaces; Museus de ciências; Science museums; Educação inclusiva; Inclusive education; Planejamento do professor; Teacher planning; Guia de visitas a museus de ciências; Guide for science museum visits; Visita virtual; Virtual visit; CNPQ::OUTROS::CIENCIAS; Ciência - Estudo e ensino; Professores - Formação; Museus e escolas
• Link de acesso: https://repositorio.ufu.br/handle/123456789/35078; http://doi.org/10.14393/ufu.di.2021.685

The use of non-formal spaces, such as Science Museums, is a methodological possibility that can favor meaningful learning and give new significance to Science Teaching. This study presents, in three chapters, the correlation between formal and non-formal spaces, as well as the interconnection of these spaces with science teaching, aiming to increase the reflections about the planning process and execution of didactic and pedagogical activities developed by the teacher in non-formal spaces, especially in Science Museums. The first chapter presents the theoretical literary contribution concerning the concepts of educational environments and their correlation with formal, non-formal and informal education, discusses the importance of museums and reflects on the planning and development of educational activities in museums as a complement and extension of the formal teaching process. The second chapter is an experience report on the development of didactic-pedagogical activities in non-formal spaces and aims to present the perceptions, reflections and assessments of the planning and execution of two visits that occurred at different times. In view of the importance of the teacher's choice to visit a Science Museum and the planning of such activity, the present research, described in chapter three, aimed to elaborate, apply and evaluate an educational product, a Guide for planning visits to Science Museums, which aims to assist the teacher when choosing a space, as well as in the planning and execution of his or her face-to-face or virtual educational activities. The product was presented to 15 state and private science teachers, so that they could evaluate and apply it with their respective students. The results point out that all of the teachers participating in the research consider it important for science teaching and learning to carry out activities in non-formal teaching spaces. Of these, seven said that they never took your students or do not have the habit of visiting non-formal spaces, due to difficulties involved in the process of organization and logistics and financial resources. Virtual visits are a viable option, given the difficulties encountered in making the visits in person. About 70% of the teachers involved in the study have never carried out a virtual visit with their students, either because of unfamiliarity or because of instrumental and technological barriers that may make a virtual visit inviable, since digital resources are not always in good working order or are non-existent. Despite these barriers, all teachers said that the educational product of the research, the Guide, assists in the search for information and the choice of the Museum, and that the instrumental can fulfill the expectations to prepare and organize a face-to-face or virtual visit in a Science Museum.