Análise de concepções docentes sobre o planejamento de visitas a museus de ciências

Abstract

The museum-school relationship involves several actors, from teachers, school management, students, mediators, museum educators, among others. Due to the complexity of a school visit to science museums and centers, it is necessary to rethink and create ways of collaborating with the planning of teachers in their visits. The present work analyzed the different conceptions of teachers regarding virtual visits carried out in the continuing education course "School visits to museums" offered by the Municipal Department of Education of Belo Horizonte together with the efforts of master's students and professors of the professional master's degree at the Federal University of Minas Gerais. We seek to understand how virtual visits can help teachers in planning their face-to-face visits. The virtual museums allowed connections between the approaches raised and future face-to-face visits, demonstrating the possibility for educators to extrapolate virtual experiences in a face-to-face manner. However, the analyzes suggested the need to rethink the course strategy, contributing to the construction of synchronous virtual visits of museum spaces, in order to contemplate new approaches. There was a recurrence of specific approaches, such as the preference for the use of spaces with emphasis on materiality and appeal to stimulate the students' own interests. Educators indicated fears about the return of students to face-to-face meetings in the period of resocialization in the midst of the pandemic, raising aspects such as anti-science practices and fake news, raising discussions about structural and material illiteracy, as well as accessibility issues in the face of segregation and marginalization of vulnerable. Different conceptions were raised through the analyses, we highlight the planning and the commitment with the orientations of the students in the school context, as well as the appreciation of the previous experiences of the students and the plurality of knowledge.