Field Actions Science Reports, Special Issue 3 | 2011, « Brazil » [En Ligne], Mis En Ligne Le 01 Septembre 2011, Consulté Le 13 Mai 2020

Field Actions Science Reports The journal of ﬁeld actions Special Issue 3 | 2011 Brazil Gustavo Costa de Souza (dir.) Édition électronique URL : http://journals.openedition.org/factsreports/918 ISSN : 1867-8521 Éditeur Institut Veolia Référence électronique Gustavo Costa de Souza (dir.), Field Actions Science Reports, Special Issue 3 | 2011, « Brazil » [En ligne], mis en ligne le 01 septembre 2011, consulté le 13 mai 2020. URL : http://journals.openedition.org/ factsreports/918 Ce document a été généré automatiquement le 13 mai 2020. Creative Commons Attribution 3.0 License 1 SOMMAIRE Museum-school interactions: the importance of continuing education programs for teachers in municipalities away from urban centres Grazielle Rodrigues Pereira, Kely Cristina Marciano Soares, Livia Mascarenhas de Paula et Robson Coutinho-Silva Interação museu-escola : a importância dos programas de formação continuada de professores em municípios afastados dos centros urbanos Grazielle Rodrigues Pereira, Kely Cristina Marciano Soares, Livia Mascarenhas de Paula et Robson Coutinho-Silva Developing Environmental and Scientific Education in School G.D. Bevilacqua, C.M.O. Sordillo, R. Coutinho-Silva, L.V. Aquino et D.M.M. Pessôa Desenvolvendo a educão ambiental e a educão científica escola G.D. Bevilacqua, C.M.O. Sordillo, R. Coutinho-Silva, L.V. Aquino et D.M.M. Pessôa SEQUOIA Institute: A multidisciplinary private service for the care of senior citizens Anelise Fonseca, Wallace Hetmanek et Virgilio Garcia Instituto SEQUOIA : Um serviço privado, multidisciplinar e de cuidado aos idosos Anelise Fonseca, Wallace Hetmanek et Virgilio Garcia Planetary citizenship and curriculum: Schools from three continents learn through diversity Madza Ednir et Débora Maria Macedo Cidadania planetária e currículo: Escolas de três continentes aprendem com a diversidade Madza Ednir et Débora Maria Macedo Science Museums and the Popularization of Science in Brazil Cecilia C.B. Cavalcanti et Pedro Muanis Persechini Museus de Ciência e a popularização do conhecimento no Brasil Cecilia C.B. Cavalcanti et Pedro Muanis Persechini Congenital Toxoplasmosis: A Neglected Disease? – Current Brazilian public health policy Rogério S.Vaz, Patrícia Rauli, Rosiane Guetter Mello et Marco A. Cardoso Toxoplasmose Congênita: Uma Doença Negligenciada? Atual política de saúde pública brasileira Rogério S.Vaz, Patrícia Rauli, Rosiane Guetter Mello et Marco A. Cardoso From Myth to Reality: The Experience of Sustainable Tourism in The Vale Encantado Community in Tijuca Forest, Rio de Janeiro, Brazil Otávio Alves Barros et Maria Emília Melo Do mito à realidade : a esperiência de turismo sustentável na communidade Do Vale Encatando, Floresta de Tijuca, Rio de Janeiro, Brasil Otávio Alves Barros et Maria Emília Melo Bolsa Família (Family Grant) Programme: an analysis of Brazilian income transfer programme Luciana Mourão et Anderson Macedo de Jesus Programa Bolsa Família: uma análise do programa de transferência de renda brasileiro Luciana Mourão et Anderson Macedo de Jesus Olodum da Bahia, a History of Cultural Inclusion Ruy José Braga Duarte Olodum Da Bahia Uma Inclusão Histórico Cultural Ruy José Braga Duarte Field Actions Science Reports, Special Issue 3 | 2011 2 Landscape and Environmental Education in Brazil Impressions of students at the “Professora Didi Andrade” Municipal College - Itabira / Brazil Diogo Jorge da Silva Oliveira, Helder de Moraes Pinto et Renata Pires Barbosa Paisagem e Educação Ambiental no Brasil Impressões de alunos do colégio municipal professora didi andrade Itabira / Brasil Diogo Jorge da Silva Oliveira, Helder de Moraes Pinto et Renata Pires Barbosa How a Brazilian Firm is Sustainably Solving the Problems of Urban Slums, One Community at a Time Diana de Castro Como uma Empresa Brasileira está Resolvendo os Problemas de Bairros Urbanos de Forma Sustentável, Uma Comunidade de Cada Vez Diana de Castro Abrolhos: challenges for the conservation and sustainable development of the area that encompasses the largest marine biodiversity in the southern Atlantic Guilherme Fraga Dutra, Eduardo Camargo, Carlos Alberto Pinto dos Santos et Paula Ceotto Abrolhos: desafios para a conservação e o desenvolvimento sustentável na área com a maior biodiversidade marinha do Atlântico Sul Guilherme Fraga Dutra, Eduardo Camargo, Carlos Alberto Pinto dos Santos et Paula Ceotto Social inclusion through access to heritage culture and education in an informal environment Guilherme Cordeiro da Graça de Oliveira, Cássia Curan Turci, Brunno Martins Teixeira, Ediléa Mendes de Andrade Silva, Ivie Soares Garrido et Rafael Silva Moraes A inclusão social através do acesso ao patrimônio, à cultura e à educação em espaços não formais Guilherme Cordeiro da Graça de Oliveira, Cássia Curan Turci, Brunno Martins Teixeira, Ediléa Mendes de Andrade Silva, Ivie Soares Garrido et Rafael Silva Moraes Polyculture in the semi-arid regions of Brazil Andréa Cardoso Ventura et José Célio Silveira Andrade Policultura no semiárido brasileiro Andréa Cardoso Ventura et José Célio Silveira Andrade Field Actions Science Reports, Special Issue 3 | 2011 3 Museum-school interactions: the importance of continuing education programs for teachers in municipalities away from urban centres Interaction musée-école : l’importance des programmes de formation continue des enseignants dans les municipalités éloignées des centres urbains Interacción museo-escuela : la importancia de los programas de formación continua de profesores en localidades alejadas de los centros urbanos Grazielle Rodrigues Pereira, Kely Cristina Marciano Soares, Livia Mascarenhas de Paula and Robson Coutinho-Silva Introduction 1 For a significant portion of society, the idea of understanding science is something intangible, where only the “enlightened” with a capacity for abstraction can understand the knowledge inherent to this field of human knowledge, while others see it as something that is very boring and tedious and therefore have no interest in these subjects. In their work, Brody and Brody (1997, p. 16) reveal that : [...] for many of us, just the memory of Physics, Chemistry and Biology lessons in secondary education and at university already makes our eyes glaze over. We left the classroom believing that science was practically [...] incomprehensible to the average person. 2 Many feelings arising from preconceptions regarding science come from the way in which we were taught Physics, Chemistry and Biology during our schooling. The science courses commonly offered in basic education are, for the most part, geared towards providing information, and developing students’ emotional potential. The Field Actions Science Reports, Special Issue 3 | 2011 4 cultural baggage coloring each student’s spontaneous conceptions, as well as the experimental aspect of science, are not taken into consideration (Pereira, Chinelli and Coutinho-Silva; 2008). 3 Nevertheless, when we analyze the position of Brazilian teachers, it is well known that it is not only they who are responsible for this situation. Among other things, the factors which hinder teachers’ methods include the following: • The issue of wages has led teachers to work in several schools, and this makes it easy to adopt a repetitive teaching model, thereby also rendering their continuing education more difficult (Constantino, 2003). • Lack of science laboratories at education institutions. According to the 2002 census carried out by the Ministry of Education’s National Institute of Educational Research, only 20% of Brazilian state schools have laboratories, with the greatest percentage in the South-eastern region, with 27%, while the North-east accounts for just 5% (Brasil, 2003). • A high number of pupils per class. This arises “chiefly from an attempt to reduce education costs, since teachers’ salaries form the largest slice of these costs” (Brasil, 2003). • Poor initial training of teachers. Although the education model has been influenced by different trends, we still have teacher training courses which emphasize the model based on conveying knowledge, where the pupil passively accepts information, without developing critical capacity. We are also faced with contradictions brought up by the teachers themselves between their teaching ideals and their practice in the classroom (Pinto and Viana, 2006). 4 Corroborating the problems teachers currently encounter, Moreira (2006, p. 3) sets out a general summary of science education in Brazil. Starting from the following statements : With regards to formal scientific education, the picture is bleak, with Brazilian students generally performing very poorly in subjects involving science and mathematics. Science education is, generally speaking, lacking in resources, discouraging and out-of-date. Curiosity, experimentation and creativity are generally not valued. Alongside the enormous shortage of science teachers, particularly well trained teachers, a major factor is the precarious working conditions which do not stimulate improvement. The serious shortages in laboratories, libraries, didactic material, digital inclusion and other things only make the situation even more difficult. Even though our secondary education has expanded rapidly over the last few years, even so only a very small slice of the Brazilian population completes this stage. The average educational level of Brazilians (under the age of eight) is very low when compared with developed countries and even with other Latin American countries. University education still attracts only a very small proportion

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