As Diretrizes Curriculares Nacionais e a Formação continuada de professores de Ciências: aprendizagem colaborativa para utilização pedagógica dos espaços de educação não formal
DOI:
https://doi.org/10.17648/diversitas-journal-v5i4-1236Abstract
ABSTRACT: This article aims to approach about a teacher’s formation in which Interdisciplinary teaching practices were developed according to the bases of the National Curriculum Guidelines of Brazil, in order to produce a critical dialogue between the formal and non-formal educational settings, especially in the context of science education. This study adopted the qualitative research approach, and the case study design was used. The qualitative research paradigm was appropriate because there was an educational problem to be discussed which demanded to be understood in its details. Data was collected by the use of logbooks and interviews and their contents approached from the Bardin’s (2011) perspective. The formation was conducted with 15 teacher-students in Marataízes city, southern coast of Espírito Santo State, Brazil. Results revealed the non formal educational settings potentiality on approaching interdisciplinary content of geosciences and natural sciences, besides, we also discussed aspects of the history, culture, human rights, social and environmental. For many, that was for the first experience in field classes and in direct contact with nature.
KEYWORDS: Collaborative continuing education; non-formal educational settings; National Curricular Guidelines.
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Copyright (c) 2020 Celsino Neves Moura, Tadeu Davel Monghol, Maria da Penha Kapitzky Dias, Carlos Roberto Pires Campos
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