Espaços não formais de ensino: perspectivas para a formação inicial de professores

Abstract

This paper presents considerations about the use of non-formal spaces for the development of activities aimed at teaching science in the initial years of elementary education. The objective was to investigate the student conception about the use of non-formal educational spaces, and how these spaces, contributes to the initial teacher training process, making use of different teaching strategies.The research has a qualitative approache of participant nature. Three Pedagogical Stepes (presentation of theme, conceptual develpmente and production-evaluation) were used as a teaching strategy, based on Brito’s (2004) proposoal for teaching of science through regional themes. In order to investigate the conceptions of research subjects about working with, in or the non-formal teaching space, questionnaires were given so that the students could report their experiences with the development of the activities. As a culmination of the activities, an Arts Exhibition was held where students presented several productions related to the use of non-formal teaching spaces in the City of Belém/PA. The productions presented at the Arts Exhibition were also analyzed and, according to the results, point to a positive evaluation of the learning of the research subjects regarding the use of nonformal teaching spaces from play activities and teaching through of regional themes. The results point to a good understanding on the part of the research subjects on how to work the non-formal space and in non-formal space, but they have differences on how to work with non-formal teaching space. The considerations show that teaching through regional themes can be a great ally for the development of activities that are related to the use of non-formal teaching spaces, allowing an attempt to escape traditional practices both in the context of initial teacher training, and in Early Childhood Education.