Espaço não formal de educação: o ensino de química na sala de ciências do SESC-CE.

Abstract

The teaching of Sciences, especially Chemistry, involves the initial and continuous training of teachers. Crucial factor in the training of students, being responsible for seeking tools and strategies that may favor teaching. The purpose of the present work was to propose, through a non formal educational space, the continuous formation of teachers with practical experiences of Chemistry, through a formative action granted through two traveling exhibitions, practical experiments and interactive workshops. The research was carried out from April to May of 2017, in schools of Regular High School of the city Fortaleza-Ce, and Technician in Aquiraz-Ce. Twelve (12) professors in the field of Natural Sciences and Mathematics participated in the training and twenty-two (22) graduated in Chemistry from the Federal University of Ceará. The training lasted six hours and was divided into two three-hour moments. The methodology, in situ, applied to the first moment was based on the visitation of totems from the chemestry exhibition Chemistry on a daily basis, followed by an interactive workshop. The dialectical hermeneutic circle technique was used in order to obtain the position of the professorship for the proposition of an interdisciplinary project. In the second moment, in loco, already in the physical space of the Room of SciencesFortaleza, a guided visit was taken to the show Animated Science, and a demonstration of eight alternative and recreational experiments of Chemistry. The Evaluation took place through an evaluation questionnaire on Formative Action and evaluative chart based on the Dialectic Hermeneutical Circle. For the qualitative analysis of the data the Likert scale method was used. The results of the research showed that there is a big gap in the training of teachers in Natural Sciences, especially in Chemistry. Although there is continuous training, teachers in their institutions report the lack of opportunity to participate in interdisciplinary training actions, due to factors such as: lack of investment, time and training. Graduates presented a favorable performance in the specific contents, but a difficulty in framing them in an interdisciplinary context, reinforcing the idea that there is a shortage of practices and experiences in the academic curricula. Regarding non-formal educational spaces, teachers' conceptions are manifold, but in general they have considered these spaces as important training and teaching tools.