Interação museu-escola : a importância dos programas de formação continuada de professores em municípios afastados dos centros urbanos
Due to a series of misconceptions about science, science centers and science museums have proposed projects to break the paradigm of science education focused on a small portion of the population. These centers and museums have developed strategies aimed at social inclusion in terms of their educati...
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| Pubblicato in: | URI:https://journals.openedition.org/factsreports, |
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| Autori principali: | , , , |
| Natura: | Article ou chapitre numérique |
| Lingua: | Anglais |
| Pubblicazione: |
Field Actions Science Reports
2011
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| Soggetti: | |
| Accesso online: | Accès Université d'Orléans et IFPM |
| Riassunto: | Due to a series of misconceptions about science, science centers and science museums have proposed projects to break the paradigm of science education focused on a small portion of the population. These centers and museums have developed strategies aimed at social inclusion in terms of their educational character, thereby investing in strategies to upgrade vocational education, among other actions. However, most of these areas are concentrated in large urban areas, preventing the participation of the poorest sectors of society. Thus, this study shows a report of a pilot teacher education program developed by the Espaço Ciência InterAtiva do IFRJ, a science museum located in a suburban area of Rio de Janeiro, showing that a scientific exhibition can contribute to the inclusion of teachers in these areas of informal education, and to their ongoing training. |
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