Relação escola e museu no ensino de Biologia: Guia de visitação ao Museu de Ciências da Terra (RJ)

Abstract

Non-formal education can be related to activities in museums and, in the case of Science Museums, it can provide students with the opportunity to realize that scientific knowledge exists in society. Furthermore, visits to these non-school spaces can help students build their knowledge based on the experiences that these spaces provide, presenting scientific knowledge in a more accessible way. The Earth Sciences Museum (MCTer) is located in the Urca neighborhood, in the city of Rio de Janeiro. With its collection related to Paleontology, Geology, Mineralogy, Geophysics, among others, it performs an important educational, cultural and scientific heritage preservation function within society. The present work proposed to create a Visiting Guide for the Earth Sciences Museum, where possibilities for Biology activities within the scope of High School were discussed and investigated with students. As methodological procedures, site visits were made to collect data; as well as field classes with high school students from a public school in RJ and, later, the production of the Visitor Guide, with the participation of students. It is known that research-based teaching encourages students' participation in solving problems and building their own knowledge, valuing their ability to reflect, problematizing and questioning reality, these being fundamental requirements in their citizenship training. The Guide was evaluated by students using a semi-open structured questionnaire with ten questions about their participation in its creation and their perceptions of the knowledge that was produced. Validation was carried out by Biology teachers using a semi-open structured questionnaire containing fourteen questions made available via Google Forms. The results found demonstrated that the students participating in the research considered that the field classes facilitated the understanding of the topics covered in the classroom and indicated that their interest in the Biology discipline increased. Most teachers considered the Guide produced to be a tool that motivates visits to the Earth Sciences Museum and facilitates the planning of field classes in that space. It is expected that the Guide produced will become a pedagogical tool to assist the teaching of Biology in Basic Education, connecting the different educational possibilities of the Earth Sciences Museum with the knowledge learned at school.