A interação museu-escola sob o referencial teórico metodológico das ilhas interdisciplinares de racionalidade
Carregando...
Data
2016-02-12
Autores
Carneiro, Guilherme do Amaral [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho tem como objetivo apresentar um referencial teórico-metodológico que contribua nas reflexões a respeito da relação museu-escola. Apoiou-se na proposta das Ilhas Interdisciplinares de Racionalidade (IIR) concebida pelo filósofo francês Gérard Fourez (FOUREZ, 1998). O autor sugere trabalhos envolvendo questões sociocientíficas da atualidade baseados em situações-problemas e que estimulem a problematização, autonomia e tomada de decisões. Esta investigação propôs-se ao desafio de construir uma IIR que envolvesse atividades na escola e em um museu de ciências. O processo de construção da IIR envolveu o tema da segurança alimentar, ações práticas e teóricas em ambas as instituições e ocorreu com uma turma de quinto ano do ensino fundamental. Para dar embasamento metodológico para a coleta de dados e subsidiar a análise dos resultados, a pesquisa adotou uma linha dos estudos sociais, a pesquisa-ação, que pressupõe o envolvimento do pesquisador na condução crítica do processo investigativo. A interpretação dos resultados foi feita sob a luz das ideias de Fourez e do referencial das IIR. As atividades propostas apontam para uma interação museu-escola que proporcionou o início do processo de alfabetização científica dos estudantes, que trouxe contribuições para a formação de professores na concepção de projetos interdisciplinares e na estruturação de roteiros de museus e centros de ciências. A pesquisa reforça a importância de referenciais teóricos e metodológicos que norteiem as atividades de museus e centros de ciências na sua interação com a escola baseados em uma racionalidade interdisciplinar.
This study aims to present a theoretical framework that helps in thinking about the museumschool relationship. This research adopted the proposal of the Interdisciplinary Islands of Rationality (IIR) designed by French philosopher Gérard Fourez (Fourez, 1998). The author suggests work involving socio-scientific issues based on current problem situations and to encourage the questioning, autonomy and decision-making. This research proposed the challenge of building a IIR involving activities at school and at a science museum. The process of building the IIR involved the issue of food security, theoretical and practical actions in both institutions and was made with a group of fifth year of elementary school. To provide methodological basis for data collection and support the analysis of the results, the survey adopted a line of social studies, action research, which requires the involvement of the researcher in critical driving the investigative process. Interpretation of the results was made in the light of the ideas of Fourez and reference of IIR. The proposed activities point to a museum-school interaction that provided the beginning of scientific literacy process for students, brought contributions to the training of teachers in the design of interdisciplinary projects and it helped to structure activities of museums and science centers. The research reinforces the importance of theoretical and methodological framework to guide the activities of museums and science centers in their interaction with the school based on an interdisciplinary rationality.
This study aims to present a theoretical framework that helps in thinking about the museumschool relationship. This research adopted the proposal of the Interdisciplinary Islands of Rationality (IIR) designed by French philosopher Gérard Fourez (Fourez, 1998). The author suggests work involving socio-scientific issues based on current problem situations and to encourage the questioning, autonomy and decision-making. This research proposed the challenge of building a IIR involving activities at school and at a science museum. The process of building the IIR involved the issue of food security, theoretical and practical actions in both institutions and was made with a group of fifth year of elementary school. To provide methodological basis for data collection and support the analysis of the results, the survey adopted a line of social studies, action research, which requires the involvement of the researcher in critical driving the investigative process. Interpretation of the results was made in the light of the ideas of Fourez and reference of IIR. The proposed activities point to a museum-school interaction that provided the beginning of scientific literacy process for students, brought contributions to the training of teachers in the design of interdisciplinary projects and it helped to structure activities of museums and science centers. The research reinforces the importance of theoretical and methodological framework to guide the activities of museums and science centers in their interaction with the school based on an interdisciplinary rationality.
Descrição
Palavras-chave
Educação em ciências, Educação em museus, Relação museu-escola, Pesquisa-ação, Alfabetização científica, Science education, Museum education, Museum-school relationship, Action research, Scientific literacy