A divulgação científica em espaços não formais institucionalizados: análises a partir dos Anais do ENPEC

Abstract

This paper aims to investigate, through ENPEC (Proceedings of the National Science Education Meeting) the scientific production in the education field on non-formal teaching spaces. Historically, the school has always had an educational process for building collective knowledge, as well as the school, there are different places where it's possible to learn new knowledge, non-formal teaching spaces in community such as parks, clubs, churches or meetings. The source of research carried out were the papers published in ENPEC between 2015 and 2019, an methodology for analyzing data from bibliographic research was carried out according to Content Analysis (BARDIN, 2019) and has qualitative and quantitative characteristics. The selected articles were published in the specific area of event entitled “Education in non-formal spaces and scientific dissemination”, using the following descriptors: “Botanical Gardens”, “Science Museums”, “Science Centers”, “Planetary” and “Zoo”, a total of 77 works were found, of which 44% were about Museums, 16% Botanical Gardens, 21% Science Centers, 10% Planetary and 9% Zoo. Considering that Science Museums occupy a prominent place as dissemination spaces of knowledge and represent almost half of the sample, it was analyzed which publics are involved in the actions promoted in these places, the objectives and how scientific dissemination takes place within them. Of the 34 works in the Science Museums category, only seven indicated some form of scientific dissemination that could be analyzed, the clothes did not emphasize how the process occurred, after analysis two categories were segmented: mediation and communication. Mediation is understood as the process that occurs in part of understanding and different forms of knowledge that the museum brings through the science dissemination, thus creating knowledge through participation of the whole society. Differently, communication comprises strategies to keep the student focused, aims of communication is to inform society of intellectual engagement through its interaction. In general, it’s clear that the Science Museum is a great privilege as a space for disseminating knowledge. Through this, we can conclude that scientific dissemination implements several stages of the science construction process due to its communicative and interactive peculiarities, providing a better understanding for the public. The author reinforced the importance that science museums bring to society through exhibitions held in their science dissemination spaces.