Visitas escolares ao Centro de Ciências de Araraquara: a relação museu-escola na perspectiva dos professores
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Data
2012-11-30
Autores
Silva, Camila Silveira da [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa aborda a relação museu-escola na perspectiva de professores visitantes do Centro de Ciências de Araraquara, museu de ciências vinculado à Unesp. O objetivo geral foi analisar as relações entre as visitas ao museu e a prática pedagógica do professor buscando identificar a relação que se estabelece entre os conteúdos curriculares escolares e as exposições do museu. Os motivos dos professores para realização da visita, os modos de explorar a visita na escola, bem como o diagnóstico e análise sobre o perfil dos professores foram aspectos que compuseram os objetivos específicos. Tratou-se de um estudo de caso em que foram utilizados como instrumentos de coleta de dados questionário, entrevista e análise de relatórios redigidos pelos professores. Os dados indicam que os professores são, na maioria, do sexo feminino e lecionam disciplinas que não estão diretamente relacionadas aos temas explicitados nas exposições do museu. Os professores realizam a visita ao museu com o intuito de: i) aliar teoria e prática, dando aos alunos a oportunidade de observarem experimentos, atividades práticas que estão relacionados aos conceitos estudados teoricamente na escola; ii) enriquecer o conhecimento dos alunos, com as práticas, vivências e explicações; iii) estimular relações entre as diferentes áreas do conhecimento; iv) despertar o interesse dos alunos para a Ciência e para os estudos; v) aprofundar e complementar os temas trabalhados em sala de aula; vi) apresentar aos alunos outras formas de aprender. A relação que os professores estabelecem com o espaço do museu é de complemento para desenvolvimento dos conteúdos curriculares. Os professores entendem que as práticas educativas que ocorrem nos museus favorecem a compreensão de seus alunos sobre os conceitos científicos. Os professores também atribuem à visita um status de formação profissional, com contribuições significativas
The present research is related the relationship in perspective museum-school teachers visitors Centro de Ciências de Araraquara, science museum linked to Unesp. The overal objetive was to analyze the relationship beteween visits to museum and pedagogical practice of teachers to idetify the relationship established between the school curriculum and museum exhibitions. The reasons for the teachers to the visit, to explore ways to visit the school, as well as the diagnosis and analysis of the profile of the teachers were aspects that made up the specific objectives. It was a case study in which they were used as tools for data collection questionnaire, interview and analysis of reports prepared by the teachers. The data indicate that teachers are mostly female and teach subjects that are not directly related to the topics explained in the museum's exhibits. Teachers conduct a visit to the museum in order to: i) to combine theory and practice, giving students the opportunity to observe experiments, practical activities that are related to the concepts studied theoretically in shool, ii) enrich the knowledge of students, with practices, experiences and explanations iii) foster relationships between different areas of knowledge, iv) generate interest among students for science and studies, v) deepen and complement the themes discussed in the classroom; vi) introduce students other forms of learning. The relationship that teachers have with the space of the museum is to complement the curriculum development. Teachers understand that educational practices that occur in museums favor the understanding of students about scientific concepts. Teachers also attribute to visit a training status, with significant contributions to ther practice
The present research is related the relationship in perspective museum-school teachers visitors Centro de Ciências de Araraquara, science museum linked to Unesp. The overal objetive was to analyze the relationship beteween visits to museum and pedagogical practice of teachers to idetify the relationship established between the school curriculum and museum exhibitions. The reasons for the teachers to the visit, to explore ways to visit the school, as well as the diagnosis and analysis of the profile of the teachers were aspects that made up the specific objectives. It was a case study in which they were used as tools for data collection questionnaire, interview and analysis of reports prepared by the teachers. The data indicate that teachers are mostly female and teach subjects that are not directly related to the topics explained in the museum's exhibits. Teachers conduct a visit to the museum in order to: i) to combine theory and practice, giving students the opportunity to observe experiments, practical activities that are related to the concepts studied theoretically in shool, ii) enrich the knowledge of students, with practices, experiences and explanations iii) foster relationships between different areas of knowledge, iv) generate interest among students for science and studies, v) deepen and complement the themes discussed in the classroom; vi) introduce students other forms of learning. The relationship that teachers have with the space of the museum is to complement the curriculum development. Teachers understand that educational practices that occur in museums favor the understanding of students about scientific concepts. Teachers also attribute to visit a training status, with significant contributions to ther practice
Descrição
Palavras-chave
Ciencia, Museus, Escolas, Professores, Curriculos, Science
Como citar
SILVA, Camila Silveira da. Visitas escolares ao Centro de Ciências de Araraquara: a relação museu-escola na perspectiva dos professores. 2012. 207 f. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Ciências, 2012.