A formação continuada de professores em Centros e Museus de Ciencias no Brasil

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

Science centers and science museums in Brazil have been configured as educational places since 1960, through science divulgation, direct or indirect school partnership and continuing teacher education programs. Many studies had analyzed these experiences, but nowadays, there is no study about the process of teachers? formation in these centers, besides, it is controversial that these places are directly involved with formal education. In this context, this research had for intention investigate the continuing teacher formation actions in Brazilian science centers and science museums, in the present time, and to characterize the models of continuing education adopted by these places. A case study was conducted enclosing twelve science centers spread over five Brazilian geographic regions. Between October 2004 and December 2005, investigative visits to these science centers had been carried out for data collection, involving the rescue of documents produced by these centers, ?in loco? observation of spaces and science activities, specially the teachers continuing formation programs, and interviews with the respective technical staff. In the literature revision it is evidenced the historical and current role of the science centers and science museums in Brazil, the problematic of continuing teacher education, and the main theoretical models of teacher education. A discussion was formulated on actions and teacher education models utilized by the science divulgation centers in the country, focusing on the roles assumed by the basic education teachers when participating of the center continuing formation programs investigated, and the contributions of these centers for the formation of teachers in the present time. On the whole, fourteen programs offered by these centers had been analyzed. Six of them were classified as belonging to the classical model teacher formation, other six were included in the practical-reflexive model of teacher formation, and two programs were classified as emancipatory-political model of teacher formation. Thus, it is observed that while in 1960 and 1970 years the great majority of the programs developed in science centers belonged to the classic model, centered in programs planned and executed by specialists, without taking in consideration the practical and professional experiences of the teachers, currently, there is a higher incidence in formative actions planned on the practical-reflexive model, and also some programs on emancipatory-political model of formation, propitiating the accomplishment of formation programs based on the reflection of the professional practical, on the teaching autonomy, and on understanding of the educational problems in a wider social-political and historical context

ASSUNTO(S)

scientific divulgation museus de ciencia continuing teacher formation formação continuada do professor divulgação cientifica science museums

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