Educação cientifica em espaços não formais de ensino : um olhar sobre a biodiversidade do Cerrado

Abstract

Considering that non-formal teaching spaces are used with certain frequency by educational institutions as an auxiliary tool in the presentation of information and scientific knowledge, the objective was to carry out na investigation with students that would culminate in a better understanding of the contributions of the spaces to Science Education regarding knowledge about the Cerrado's biodiversity. For the investigation, two methodological strategies were used: the pedagogical workshop and the application of the Stimulated Recall method (LE). The workshop aimed to raise the prior knowledge of elementar school students from the 6th and 7th years of the municipal school system of Anápolis on the biodiversity of the Cerrado and was held during a Scientific Exhibition at the Digital Planetarium of Anápolis in October 2019. The LE method was applied in the school environment one month after the workshop was held, using various strategies, including questionnaire, observation of images recorded during the workshop and the elaboration of poetry with excerpts from the text book “Cadê o Cerrado who was here? The paradidactic is one of the educational products linked to this dissertation and the purpose of its proposition was to be used as aneducational actionguide containing scientific information that helps teachers and students before, during and after planned visits in non-formal teachingspaces. It was found with the application of the pedagogical workshop that students still have a certain fragility in their knowledge regarding the Cerrado biome, such as defining biodiversity or recognizing native and exotic species to the biome. Several drawings on the Cerrado showed diferente forms of vegetation, corresponding to the mosaic that makes up the Cerrado, but many still characterized the Cerrado with a romantic vision, in drawings with flowering trees, clouds and sun, reflecting little knowledge about diferente aspects of the biome as its seasonality, diversity and peculiar characteristics. Regarding the Stimulated Recall method, it was possible to verify that even after a month of the visit, the experiences lived by the students were significant and that there was a cognitive gain. We conclude that both strategies used proved to be important in assessing knowledge and learning before or after visiting a non-formal teachingspace, and can be used by the teacher in planning educational activities in non-formal spaces, or even in a complementary way, in both spaces, formal and non-formal.