Estratégias Para a Inserção De Museus De Ciências No Estágio Supervisionado Em Ensino De Química

Abstract

Considering the importance of non-school educational spaces to diffusing scientific knowledge, as well as arguments for the inclusion of such spaces into initial teacher education, this study presents four strategies to make them practice field institutions in chemistry teacher licensure programs. Assuming that the modalities of the educational phenomenon can be divided into unsystematic and systematized-whether they be school or non-school forms-, the strategies were named as follows: a) Learning (from) the concept of systematicity; b) The school learns from the museum (or the museum learns from the school); c) The museum in the school; and d) Systematizing non-systematic school education. After describing the strategies, we analyzed reports of chemistry teachers in training. These reports included reflections on the social importance of school and chemical knowledge, and they overcame the technical and practical rationalities by incorporating principles of critical rationality.

Um Estágio No Museu Com Primo Levi: Ciência, Literatura E Direitos Humanos Na Formação De Professores De Química

“…Assim, é sugerido que os "aspectos educativos desenvolvidos nestes espaços" sejam discutidos "propondo abordagens para a práxis educativa" (MARANDINO, 2003, p. 184). Esses questionamentos são oriundos da ampliação indicada na diretriz (BRASIL, 2015), a partir da qual algumas instituições de Ensino Superior brasileiras -Universidade Federal de Lavras (UFLA), Universidade Federal do ABC (UFABC), Universidade de São Paulo (USP), Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP), Universidade Federal do Estado do Rio de Janeiro (UNIRIO) e Universidade Federal do Triângulo Mineiro (UFTM) -incorporaram em suas grades curriculares a opção de realização dos estágios supervisionados em espaços não formais de educação, como centros e museus de Ciências, planetários, observatórios e zoológicos (MONTEIRO, 2011;PUGLIESE, 2015;MORI;KASSEBOEHMER, 2019;MELLINI;GOMES, 2020). Para Pugliese (2015), cuja pesquisa caracterizou a inserção das atividades de campo e museus em cursos de formação inicial de professores de Biologia, as visitas a museus de Ciências são entendidas como eficientes UM ESTÁGIO NO MUSEU COM Revista Ciências & Ideias, ISSN 2176-1477 Rev.…”

Training of Future Chemistry Teachers by a Historical / STEAM Approach Starting from the Visit to an Historical Science Museum

“…[5][6][7][8][9][10][11][12][13] Several papers, published in the recent years, show that out-ofschool programs and outreach activities designed for children, families and/ or for school students are effective in terms of acquired knowledges and skills in specific topics about science and technology. [14][15][16][17][18] Traditional science museums, historical collections linked to high schools or universities and interactive science centres are nowadays strongly connected with schools of any levels, from primary to high schools, and they have developed numerous activities, mainly laboratorial and interactive ones, where science is presented in its relationship with Society and with other disciplines. 5,7,8,18 This approach is an effective alternative to the more traditional and scholastic ways of teaching science through its concepts, laws and more formal aspects.…”