O espaço não formal e o ensino de ciências: um estudo de caso no Centro de Ciências e Planetário do Pará

Abstract

At every moment, other ways of doing and thinking about teaching knock at the doors of schools and invite them to rethink their relationship with the community. The non-formal spaces of education, increasingly, have been a field of research in the area of science education. The Science Museums become attractive spaces for the general public and especially the school, where teachers seek other ways to teach and enhance learning in basic education. In this perspective, the objective of this work was to analyze how science teaching occurs in the Center of Sciences and Planetarium of the State of Pará (CCPP). The work has a qualitative approach, using as a strategy the case study (single and holistic), and to describe and analyze the data was used Discursive Textual Analysis (DTA). The research subjects are undergraduates (biology, physics and chemistry) who act as monitors in the CCPP. From the data obtained it is observed that the division between formal/non-formal/informal science education is a tenuous and permeable line that allows characteristics to transcend the hermetic definitions of the literature of the area. It has been found that there are many formal/informal characteristics in non-formal science education. The teaching of hybrid science emerges in the research as a possibility of mixing spaces, public, methodologies, objectives and primary and secondary characteristics. It is considered with the discussion that the field of non-formal science teaching comes without constituting as an area of exponent research and of inevitable encounter for schools, universities and for society as a whole.