The Planetary of Vitória as a non-formal space of learning for students and teachers of elementary school: an articulation between knowing and doing
Name: ALYNE LIMA ALVES
Publication date: 10/12/2019
Advisor:
Name |
Role |
|---|---|
| SHENIA D´ARC VENTURIM CORNÉLIO | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| SERGIO MASCARELLO BISCH | External Examiner * |
| SHENIA D´ARC VENTURIM CORNÉLIO | Advisor * |
| TACIANA DE LEMOS DIAS | Internal Examiner * |
Summary: Introduction: The process of teaching and learning of an individual cannot be summarized to the time spent within a classroom. During the lifetime, each person continually experiences movements of appropriation of knowledge influenced by different social contexts, involving the formal and non-formal learning spaces. By understanding the need to articulate the relationship between these spaces, this study seeks to understand the relevance of the non-formal space, Planetário de Vitória, one of the Science, Education and Culture Centers in the city of Vitória / ES, that was constituted by a partnership between the city of Vitória and the Universidade Federal do Espírito Santo. The problem to be investigated is centered on the question: The scientific discussions addressed at the Planetário de Vitória during the Solar System session: universe of adventures have contributed to enhance the learning of students and teachers of the early years of Elementary School in the study named Earth and Universe - 3rd, 4th and 5th grades as point out beacon documents of the Federal and Municipal Governments? The general objective is to analyze the contribution of the Planetário de Vitória in the formation of students and teachers from the early years of elementary school - 3rd, 4th and 5th grades - in the curriculum component Sciences, thematic Earth and Universe, in particular the Solar System, as the beacon documents point out Federal and Municipal Governments. In theoric terms, the research is guided by the concepts of formal, informal, non-formal education, Earth, Universe and Astronomy from the perspective of Barrio (2010); Bisch (1998, 2012); Fávero (2007); Freitas (2015); Gadotti (2005); Langhi and Nardi (2009); Libâneo (2010); Rodrigues et al. (2015); Romanzini (2011); Sa (2018) and Wartha et al. (2015). In addition to the mentioned theorists, it seeks to identify the importance of evaluating public services provided to society by non-formal teaching spaces and to analyze relevant documents and legislation. Regarding the methods and procedures, the quantitative and qualitative approaches were applied, configuring the research as descriptive, bibliographical, documentary and field research. The participants of the study were 19 teachers and 19 students from the years mentioned above. The data was collected through a semi-structured questionnaire of own authorship. The main results found are the identification of two objectives / contents of the studied session that have the lowest frequency of classroom approach by teachers - the study of the universe, its composition and origin and the relation of Astronomy with other sciences, such as those addressed in the curriculum components Sciences, Geography and History - and the existence of two objectives/contents, which after verifying the learning of the students at the end of the session, were below 70% appropriation, with emphasis on the recognition of the sun as the only star in the solar system. The present research results in an technological product applied after the Solar System: universe of adventures session, in order to verify the contribution and potentialization of the scientific knowledge offered by the Planetário de Vitória during this session, composed by an evaluative instrument which is a semi-structured questionnaire type.
