Centro de Ciências de Araraquara: 25 anos de extensão universitária e 15 anos de relação museu-escola

• Autor(a) principal: Berssan, Karolini Starnino [UNESP]
• Data de Publicação: 2015
• Outros Autores: Maruyama, José Antonio [UNESP], Oliveira, Olga Maria Mascarenhas de Faria [UNESP], Oliveira, Luiz Antonio Andrade de [UNESP]
• Tipo de documento: Artigo de conferência
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://200.145.6.205/index.php/congressoextensao/8congressoextensao/paper/view/1258; http://hdl.handle.net/11449/142802
• topic: Centro de Ciências de Araraquara; Science museum; Relationship between museum and school; Centro de Ciências de Araraquara; Museus de ciências; Relação museu-escola

In December 2014 the Araraquara Science Centre (CCA) completed 25 years of existence and this paper presents a comprehensive survey of the history of this educational institution, the chronological phases it went through during this period and its importance to education in the city of Araraquara and region. On December 28 1989, an agreement between SCTDE and Unesp created the CCA, with the main purpose of stimulating the use of experimentation in the teaching of science in elementary and high schools. Unfortunately, the financial support of SCTDE lasted only two years, and in 1992 the CCA had to be installed in a space yielded by the school ETEC Professora Anna de Oliveira Ferraz, where it stayed until 1998. The main activities in these two phases were the material loans, such as VHS tapes, books and kits of experiments, the so called Experimentoteca, donated to CCA by the CDCC of USP in São Carlos. In 1998 the CCA, finally got a more adequated space, a building once occupated by the former EEPG "Prof.. Eunice Peixoto Sampaio Araújo, an extinct elementary public school. In a much more adequated space, begins his 3rd stage of CCA, now as a Science Museum. It was in this phase, that comprises the last 15 years, that the Araraquara Science Center established itself as a science communication space, which through nonformal education, contributed in order that the teaching of science for elementary and high school students was made in a playful, pleasant and experimental way. It is also at this stage that the CCA acts as an important space contribuiting to its initial formation of undergratuaded students, future professors acting in elementary and high schools.