Resumo:
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.
