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Curricular stage in non-formal spaces: characterization and planning of activities to science teaching

In this work the characterization of non-formal spaces with potential to development of activities for the Science teaching was performed, as well as the contributions to the teaching initial formation. The research was developed during the non-formal space Curricular Stage with 18 undergraduate stu...

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Principais autores: Silva, Lucicleia Pereira da, Melo, Tayana Maia
Formato: Artigo
Idioma: Português
Publicado em: Universidade Tecnológica Federal do Paraná (UTFPR) 2021
Acesso em linha: http://periodicos.utfpr.edu.br/rbect/article/view/11951
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spelling peri-article-119512022-09-29T18:41:08Z Curricular stage in non-formal spaces: characterization and planning of activities to science teaching Estágio curricular em espaços não formais: caracterização e planejamento de atividades para o ensino de ciências Silva, Lucicleia Pereira da Melo, Tayana Maia Educação Formação inicial; Planejamento docente; Divulgação científica In this work the characterization of non-formal spaces with potential to development of activities for the Science teaching was performed, as well as the contributions to the teaching initial formation. The research was developed during the non-formal space Curricular Stage with 18 undergraduate students from the Natural Science course with Chemistry habilitation of the Pará State University (UEPA) of Conceição do Araguaia-PA. Data interpretation was performed with the aid of the Textual Discursive Analysis (ATD). Six non-formal spaces were characterized, three of them classified as institutional, with instructor presence and planned actions to external public, the other three are non-institutionalized spaces, with rich potential to activities to be planned by the teacher. The groups planned six activities, two about the vegetable garden theme, one related to water treatment, other exploring daily products and the chemistry teaching, one about Science fair organization, and the other about garbage. The majority realized the contributions of the activities in non-formal spaces, highlighting of dynamic methodology adoption to the contextualization of different themes, being the teacher role in this scenario the mediator to the knowledge construction by the student. Neste trabalho realizou-se a caracterização de espaços não formais com potencial para o desenvolvimento de atividades para o Ensino de Ciências, assim como avaliou-se as contribuições para formação inicial de professores. A pesquisa foi desenvolvida durante o Estágio Curricular em espaços não formais, com 18 graduandos do curso de Ciências Naturais com habilitação em Química da Universidade do Estado do Pará (UEPA), campus de Conceição do Araguaia. A interpretação dos dados coletados foi realizada com aporte na Análise Textual Discursiva (ATD). Foram caracterizados seis espaços não formais, sendo três classificados como institucionais, com a presença de instrutores e ações planejadas para atendimento ao público externo; os outros três foram classificados como espaços não institucionalizados, com rico potencial para atividade a ser planejada pelo docente. Os grupos organizaram seis atividades, sendo duas sobre o tema horta orgânica; uma relacionada ao tratamento de água; outra explorando produtos do cotidiano e o ensino de química; uma abordando o processo de organização de feira de ciências e última sobre o tema lixo. A maioria dos participantes percebeu as contribuições de atividades em espaços não formais, destacando a adoção de metodologias dinâmicas para contextualização de diferentes temáticas, sendo reconhecido o papel do professor (neste cenário) como mediador na construção do conhecimento por parte do aluno. Universidade Tecnológica Federal do Paraná (UTFPR) 2021-04-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf http://periodicos.utfpr.edu.br/rbect/article/view/11951 10.3895/rbect.v14n1.11951 Revista Brasileira de Ensino de Ciência e Tecnologia; v. 14, n. 1 (2021) 1982-873X 10.3895/rbect.v14n1 por http://periodicos.utfpr.edu.br/rbect/article/view/11951/pdf Direitos autorais 2021 CC-BY http://creativecommons.org/licenses/by/4.0
institution Universidade Tecnológica Federal do Paraná
collection PERI
language Português
format Artigo
author Silva, Lucicleia Pereira da
Melo, Tayana Maia
spellingShingle Silva, Lucicleia Pereira da
Melo, Tayana Maia
Curricular stage in non-formal spaces: characterization and planning of activities to science teaching
author_sort Silva, Lucicleia Pereira da
title Curricular stage in non-formal spaces: characterization and planning of activities to science teaching
title_short Curricular stage in non-formal spaces: characterization and planning of activities to science teaching
title_full Curricular stage in non-formal spaces: characterization and planning of activities to science teaching
title_fullStr Curricular stage in non-formal spaces: characterization and planning of activities to science teaching
title_full_unstemmed Curricular stage in non-formal spaces: characterization and planning of activities to science teaching
title_sort curricular stage in non-formal spaces: characterization and planning of activities to science teaching
description In this work the characterization of non-formal spaces with potential to development of activities for the Science teaching was performed, as well as the contributions to the teaching initial formation. The research was developed during the non-formal space Curricular Stage with 18 undergraduate students from the Natural Science course with Chemistry habilitation of the Pará State University (UEPA) of Conceição do Araguaia-PA. Data interpretation was performed with the aid of the Textual Discursive Analysis (ATD). Six non-formal spaces were characterized, three of them classified as institutional, with instructor presence and planned actions to external public, the other three are non-institutionalized spaces, with rich potential to activities to be planned by the teacher. The groups planned six activities, two about the vegetable garden theme, one related to water treatment, other exploring daily products and the chemistry teaching, one about Science fair organization, and the other about garbage. The majority realized the contributions of the activities in non-formal spaces, highlighting of dynamic methodology adoption to the contextualization of different themes, being the teacher role in this scenario the mediator to the knowledge construction by the student.
publisher Universidade Tecnológica Federal do Paraná (UTFPR)
publishDate 2021
url http://periodicos.utfpr.edu.br/rbect/article/view/11951
_version_ 1805448973173915648
score 10,814766

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