Museus de ciências e formação de professores

estratégias para o desenvolvimento profissional

Abstract

This study investigates the role of science museums at the Federal University of Rio de Janeiro in the continuing education of Basic Education teachers between 2021 and 2024. The research is based on the premise that museums are privileged spaces for professional development, expanding teachers’ cultural, scientific, and pedagogical repertoires. Training activities in six museums linked to SIMAP-UFRJ were analyzed through questionnaires, interviews, observations, and document analysis. The results highlight the diversity of formative strategies, such as guided visits, workshops, extension courses, discussion circles, and lectures, which contribute to pedagogical practice and to the construction of cultural citizenship among teachers. Despite the benefits reported by teachers—such as greater confidence in addressing scientific concepts and encouragement to adopt innovative methodologies—the study identified challenges, including the low frequency of training activities, lack of articulation between museums and school networks, and accessibility difficulties. It concludes that science museums have great potential to act as agents of educational transformation but require greater investment in public policies and stronger museum-school partnerships. The research reinforces the importance of museum education as a space for collective knowledge-building and for promoting a contemporary, critical, and emancipatory pedagogy.