Vamos ao museu? a dimensão educativa na perspectiva de docentes visitantes do Museu da Terra e da Vida - CENPALEO

Abstract

The Museum of Earth and Life, linked to the Center for Paleontological Research (CENPALEO) of the University of Contestado, has been consolidating itself as an important space for non-formal education, articulating scientific research activities and the dissemination of knowledge.In this context, its potential to contribute to the teaching and learning process stands out, especially in its interface with the school environment and in strengthening the relationship between museum and school.Therefore, this study aims to investigate the perceptions of teachers from public and private schools in the municipality of Mafra/SC regarding the educational dimension and the practices developed by teachers in exploring the communications carried out by the Museum of Earth and Life – CENPALEO. To achieve this objective, a qualitative approach was adopted, with the participation of teachers from different areas of knowledge who visited the museum. The data were produced through survey questionnaires and semi-structured interviews, and subsequently analyzed using Discursive Textual Analysis. The results show that the museum is recognized by teachers as a relevant educational space, whose formative dimension is consolidated through recurring experiences and the re-signification of pedagogical practices. Visits, when planned and articulated with the school curriculum, favor the integration between theory and practice, expanding learning possibilities. Furthermore, the importance of educational mediation, dialogue between the museum and the school, and the implementation of pre- and post-visit activities are highlighted as strategies that enhance the educational impact.Based on the analyses carried out, an educational product was developed to address the demands identified by teachers, with the aim of strengthening communication between the museum and schools and supporting the planning of pedagogical practices articulated with the museum context. Thus, the study contributes to the understanding of the educational dimension of museums and to the development of strategies that broaden their integration with formal education.