Diálogos entre a escola e o museu com foco na Aprendizagem Baseada em Problemas

Abstract

The school has not been able to keep up with the educational demands that modern society presents, and spaces of non-formal education, such as science museums, can collaborate with the integral formation and citizenship of the students. We envision that a promising way to bring school and science museums closer together is by providing students with different integral experiences, in the sense of perceiving the construction of knowledge as something inherent to everyday life. It is precisely on these aspects that this research, supported by theoretical constructions of Problem-Based Learning (PBL), sought to investigate the possibilities, challenges and contributions of the dialogue between actions in a municipal public school in Uberaba, Minas Gerais, and the Dinosaur Museum, linked to the Federal University of the Triângulo Mineiro. We started with the following questions: In what ways can the teaching work, through the use of PBL, contribute to dialogues between the school and the science museum? How does a visit to a science museum contribute (or not) to the expansion of educational possibilities for students? This is qualitative research, supported by a bias of participant research, in which the data constructed are organized and understood from Content Analysis. As results, we realized that the use of PBL proved to be very effective in contributing to teaching practices and provide greater involvement of students in actions involving the school and the science museum. The research also showed that teacher involvement is crucial for the realization of the school-museum approach, either in supporting students to make visits, monitoring and mediation in the museum as well as discussions in the classroom, after the field activities carried out in this space of non-formal education.