Estágio supervisionado no Museu do Homem Americano : investigando as múltiplas aprendizagens de licenciandos do curso de Ciências da Natureza da Univasf

Abstract

In the last decade, it has been presented in Science Education literature, an investigation perspective that focuses on the contribution of museums to teacher training. Such perspective is not properly addressed in the curricular matrices of teacher training courses, and it arises at the rate that museum spaces seek to respond to a new social responsibility, through a recent professionalization of the services offered to its different audiences. This research intends to investigate the formative contributions coming from this type of space, and the possibility of including these discussions, in a theoretical and practical way in the initial training courses. Our main purpose is to investigate a training experience within the scope of the partnership between the Museu do Homem americano - MHA and the Universidade Federal do Vale do São Francisco - Univasf, Campus Serra da Capivara, located in São Raimundo Nonato in Piauí. To carry out the present study, we chose as theoretical-interpretive frameworks the Generic Learning Results - GLOs and the Teaching Learning Focuses - FAD. The methodological design was developed in two blocks: the first consisted of the characterization of the exhibition, expository speech and controversies of the MHA; the second moment consisted of the development of the interaction itself, structured based on five steps that describe the set of actions carried out by both the researcher and the undergraduate students in Natural Sciences, subjects of the research, in the context of the discipline and the museum, in general lines: (1) Exploratory research (Museum and Licensee), (2) Theoretical training on non-formal learning spaces, (3) Planning strategies to complement the MHA exposure, (4) Monitoring the application of the strategies developed by the undergraduate students at MHA, (5) Mapping of broad learning and the focus of teaching learning. The MHA exhibition is attractive and modern, dealing with content full of controversies due to multiple disagreements among scientists about how and when man arrived in America. There is a lack of internationalities regarding to the promotion of communication dynamics and interaction with the visiting public. From the mapping performed, we observed the emergence of significant learnings, related to the construction of the teaching identity in a perspective of valuing the teacher, the recognition of mediation as an essential learning process, regardless of the context in which it occurs, the recognition of material heritage and immaterial of the region, among many others. We highlight as positive the joint use of the chosen theoretical analytical frameworks and reinforce the importance of the context and data typology to the intended analyzes. Finally, we believe that we have developed a proposal that guides the development of supervised training and strengthens the partnership between the institutions, a proposal in which both formal and non-formal contexts contribute to the long-term professional and integral training of undergraduate students.