authors who discuss the educational potential of science museumswe observed that the human mediation in museums provides the construction of knowledge related to the qualification of the scientific literacy process and the teaching practice, be that through the dialogue and interaction that occurs between the mediators (licensee students) or among those who visit (student/teacher/citizen) the museum. The data were built up from the analysis of the Pedagogical Project (2007) and from the 2014/1 curricular composition version of the course; documents regarding the museum; analysis of responses obtained from an online questionnaire and reflexive interviews conducted with 10 students enrolled in the course from 2014 to 2018/1, in the condition of monitors, in addition to a former museum teacher and coordinator. The content analysis, Bardin (2009), supported the composition of three categories: 1) the constitution of a teaching identity; 2) the importance of formative processes at DICA museum for students of the undergraduate Physics course at UFU and 3) DICA Museum as a space for teacher educational: learning as a process. Data triangulation indicated discrepancies between the socially constructed and the personally attributed to the learning of teaching in the course, on one side peered in consistent training of disciplinary knowledge, and on the other, detached from pedagogical notions, essential to the professional teaching trajectory. Conversely, the research participants considered the museum a fruitful space for the constitution of teacher professionalism in its initial formation, with a predominance of a didactic-pedagogical autonomy, reflection about the actions and progressive perspectives expanded of human formation. This research does not constitute an end in itself and the study carried out therein puts into question relevant issues for academic training and monitor position in undergraduate courses. Science museums are spaces in which by means of the articulation of teaching, students have research and extension, significant formative-pedagogical experiences as means of the constitution of their teaching professionalism, highlighting its importance as a field of tutoring/monitor position and compulsory internships in the initial teacher training. Keywords: knowledge and pedagogical practices. Initial teacher training. Science Museum. 4.3 A importância dos processos formativos para os discentes do curso de física da UFU.
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