EXPLORING A MUSEUM OF PREHISTORY AS A NON-FORMAL SPACE FOR TEACHING AND LEARNING SCIENCE

• Autor(a) principal: Francisco da Rocha, Edimarcio
• Data de Publicação: 2018
• Outros Autores: Ribeiro Mueller, Eduardo, Rodrigues de Almeida, Edslei
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Prática Docente
• Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/573
• topic: Museu; Alfabetização científica; Mediação; Construtivista; Museum; Scientific Literacy; Mediation; Constructivist

In this article, we present an experience about the use of non-formal spaces for the development of activities related to the teaching and learning of curricular contents that may involve several areas of knowledge, such as chemistry and biology. Thus, we highlight a pre-history museum as a potential non-formal space for the development of these activities. Using qualitative research assumptions and as a methodological resource the field class, we make observations and propositions about possible approaches to topics related to teaching and learning of scientific concepts, aiming to indicate to teachers alternative means to the traditional teaching process that fragments knowledge. As a non-formal space for teaching, the museum presents elements that can contribute to learning, since it offers ways to contextualize the knowledge of the different areas, proving to be an environment that facilitates work related to Nature Sciences and, also , to ethnic, historical, geographical, linguistic and political concepts. In addition, this space is characterized as a place capable of breaking the barriers of the classroom, allowing the interaction of the individual with the exposed artifacts, contextualizing local issues and contributing to the appropriation of scientific knowledge in a constructivist way.