Focos da Aprendizagem Científica como eixos formadores para a mediação museal

impactos da reabertura do museu de história natural Mozart de Oliveira Vallim

Abstract

Concern for a higher education environment capable of training flexible professionals prepared to work in different social sectors is growing. However, in the field of Biological Sciences, although there are diverse job possibilities, training for teaching in formal educational contexts predominates, as well as an emphasis on research. In this sense, aiming for a more diversified and comprehensive training of licensed biologists, this article presents the initial results of a training itinerary developed and proposed to a group of students from the Biological Sciences course at the State University of Northern Paraná, Cornélio Procópio Campus, aiming at their work as mediators in the Mozart de Oliveira Vallim Natural History Museum. The proposal was organized based on the framework of "Focuses of Scientific Learning," linked to the extension components of the course. The collected data, of a qualitative nature, were analyzed using the framework of Discursive Textual Analysis. The analytical process consolidated six categories of excerpts, which highlighted, in relation to the participants, the broadening of their views on teaching and learning in non-formal education contexts, the professional development of pedagogical skills derived from museum mediation, and the contributions of the described extension activity, in terms of scientific dissemination, internalization of science, and teacher training.