Um estudo sobre a formação de monitores em espaços de divulgação da Astronomia
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Data
2017-02-08
Autores
Barros, Lucas Guimarães [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa buscou analisar uma experiência de formação de monitores em um observatório astronômico local, tendo como contexto para tal, as atividades de divulgação científica desenvolvidas pelos monitores daquela instituição. Para isso, foi utilizada uma metodologia qualitativa, na qual se recorreu aos questionários, entrevistas e observações das atividades de campo dos monitores. Mediante Análise de Conteúdo, foi realizada uma triangulação dos dados coletados e posterior análise, em que se estabeleceu as categorias de discussão dos dados. Os resultados indicam as atividades de divulgação realizadas pelo observatório local como motivadoras para o estudo da Astronomia e incentivo ao ingresso como monitores do observatório. Consequentemente, dentre as motivações elencadas para essa opção, grande parte dos monitores participantes da pesquisa enfatizou uma dimensão afetiva como fator principal (por exemplo: interesse, paixão, amor, etc.). No que concerne à formação vivenciada no local, constatou-se como principal mecanismo utilizado o acompanhamento de veteranos, os quais eram observados pelos monitores novatos durante atividades de atendimento escolar e abertos ao público, tendo a prática, os conhecimentos e experiências desses veteranos apontados como exemplos a serem seguidos pelos demais. Entre as experiências advindas da monitoria, relatou-se a superação de insegurança no relacionamento com o público, o aprendizado de conhecimentos científicos, o trabalho em equipe e a iniciação à pesquisa acadêmica. Quanto ao relacionamento entre membros da equipe, perceberam-se diversos problemas pertinentes à comunicação entre monitores, à falta de diálogo em situações de divergência de opiniões e problemas de convívio entre monitores novatos e veteranos durante as atividades de campo. Problemas também foram encontrados na atuação em campo dos monitores ao interagir com os visitantes, identificando-se a presença de erros conceituais na comunicação, complicações no planejamento e organização das atividades, uso incorreto de analogias, linguagem inadequada, dentre outros. No tocante a determinadas concepções entre os monitores, destaca-se como mais indicados o saber de conteúdo e de comunicação com o público, devendo esses, segundo os monitores, estar presentes na formação. Por fim, apontou-se também a necessidade de valorização do monitor para o trabalho em equipe, com o objetivo de realização das atividades de forma eficiente. Os dados permitiram a estruturação de um perfil do monitor cuja prática estaria concentrada na atuação em campo (com o público) e no seu local de trabalho (interna). Diante dessas questões, sugere-se a estruturação de uma proposta de formação para observatórios astronômicos que possa fazer jus ao papel, perfil e responsabilidades de um monitor desse local, contribuindo também para sua valorização como educador e comunicador científico profissional.
This research sought to examine a training experience of monitors in a local astronomical observatory, with context for such scientific communication activities developed by monitors of that institution. For this, were used a qualitative methodology using questionnaires, interviews and observations of the field activities of the monitors. Through Content Analysis was performed a triangulation of the data collected and further analysis, which established the categories of discussion of the data. The results indicate the communication activities carried out by the local observatory as motivators for the study of astronomy and the incentive to enter as monitors in the observatory. Consequently, among the reasons listed for this option, the majority of monitors emphasized an affective dimension as main factor (for example: interest, passion, love and so on). With regard to the formation experienced on the place, it was found as the main mechanism used to attendance veterans that were observed by monitors beginners during school attendance and open activities to the public, with the practice, the knowledge and experience of these veterans singled out as examples to be followed by the other. Among the experiences derived from monitoring, it was reported to overcome insecurity in the relationship with the audience, learning scientific knowledge, teamwork and the initiation to academic research. About the relationship between team members, several problems were noticed relative to communication between monitors, the lack of dialogue in situations of miscommunication and problems of living together between monitors beginners and veterans in the field activities. Problems were also found in the acting field monitors to interact with visitors, identifying the presence of conceptual errors in communication, complications in planning and organization of activities, misuse of analogies, inappropriate language, among others. With regard to certain conceptions among the monitors, stands out as most indicated the knowledge of content and communication with the public, and these, according to the monitors, must be present in the training. Finally, it was also pointed out the need of valorization of the monitor for teamwork, with the goal of carrying out the activities efficiently. The data allowed the structuring of a monitor profile whose practice would be focused on procedure on the field (with the public) and at your place of work (interior). Faced with these issues, it is suggested to structuring a training proposal for astronomical observatories that can do justice to the role, profile and responsibilities of a monitor from this location, and also contributing to its valorization as an educator and professional scientific communicator.
This research sought to examine a training experience of monitors in a local astronomical observatory, with context for such scientific communication activities developed by monitors of that institution. For this, were used a qualitative methodology using questionnaires, interviews and observations of the field activities of the monitors. Through Content Analysis was performed a triangulation of the data collected and further analysis, which established the categories of discussion of the data. The results indicate the communication activities carried out by the local observatory as motivators for the study of astronomy and the incentive to enter as monitors in the observatory. Consequently, among the reasons listed for this option, the majority of monitors emphasized an affective dimension as main factor (for example: interest, passion, love and so on). With regard to the formation experienced on the place, it was found as the main mechanism used to attendance veterans that were observed by monitors beginners during school attendance and open activities to the public, with the practice, the knowledge and experience of these veterans singled out as examples to be followed by the other. Among the experiences derived from monitoring, it was reported to overcome insecurity in the relationship with the audience, learning scientific knowledge, teamwork and the initiation to academic research. About the relationship between team members, several problems were noticed relative to communication between monitors, the lack of dialogue in situations of miscommunication and problems of living together between monitors beginners and veterans in the field activities. Problems were also found in the acting field monitors to interact with visitors, identifying the presence of conceptual errors in communication, complications in planning and organization of activities, misuse of analogies, inappropriate language, among others. With regard to certain conceptions among the monitors, stands out as most indicated the knowledge of content and communication with the public, and these, according to the monitors, must be present in the training. Finally, it was also pointed out the need of valorization of the monitor for teamwork, with the goal of carrying out the activities efficiently. The data allowed the structuring of a monitor profile whose practice would be focused on procedure on the field (with the public) and at your place of work (interior). Faced with these issues, it is suggested to structuring a training proposal for astronomical observatories that can do justice to the role, profile and responsibilities of a monitor from this location, and also contributing to its valorization as an educator and professional scientific communicator.
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Palavras-chave
Formação de monitores, Divulgação científica, Ensino de Astronomia, Ensino de Ciências