A divulgação científica e a educação não formal em projetos pedadógicos de cursos de licenciatura em química, física, ciências biológicas e matemática

Abstract

This research aimed to identify and characterize the presence of popularization of scien ce PS ) and non formal education ( NFE ) in teacher education curricula from the areas of Physics, Chemistry, Biological Sciences and Mathematics. This research is of the documentary type, in which we set out as an outline the analysis of Pedagogical Course Projects (PCP) of licentiate degree in the aforementioned areas offered by federal universities in the State of Minas Gerais. As a methodology for data analysi s, we adopt Content Analysis, seeking to identify and characterize in PC P the form and objectives by which aspects of PS and NFE are proposed in teacher education. 59 PPC from 11 universities were analyzed. Data analysis showed the presence of aspects of P S and NFE in 44 PC P ( Among these, 36 presented elements inserted predominantly in mandatory curricular components (61%), as mandatory subjects and / or in supervised internships. In 8 PC P s, this approach of PS and NFE was proposed in optional subjects (13,55%) 13,55%). Some PCP (23) d idn’t include such elements in mandatory or optional curricular components, only mentioning them in other parts of the document (39%), such as course objectives, graduate profile, etc. We found 15 PCP (25.4%) that do not offer any type of mention regarding the inclusion of aspects of PS and NFE in the analyzed curricula. We identified in the PCP the following objectives associated with the insertion of aspects of PS and NFE in the teaching curriculum: to know concepts, characteristics and strategies of PS a nd NFE ; We identified in the PCP the following objectives associated with the insertion of aspects of PS and NFE in the teaching curriculum: to know concepts, characteristics and strategies of PS and NFE ; develop the ability to develop materials for PS and NFE; knowing how to articulate the PS and NFE tools or spaces with formal education; prepare the licensee for p rofessional performance in the PS and NFE spaces; promote PS and NFE activities for the community. The results showed that, in general, most PC P s in the areas of Physics, Chemistry, Biological Sciences and Mathematics analyzed in this study contemplate in some way the approach of aspects of PS and NFE in teacher education. However, in many cases, this issue was mentioned in a generic way or without much detail, not allowing to measure the breadth of this training in the courses , possibly explained by the po wer disputes embedded in the elaboration of the curriculum, they act as a formative plurality of the agents that work in the construction of these documents.