Espaços não formais no ensino de ciências e biologia: análise dos trabalhos publicados nos anais do ENPEC 2021 - 2023

Abstract

This undergraduate thesis aimed to understand how non-formal spaces have been addressed in research published in the proceedings of the National Meeting of Research in Science Education (ENPEC), in the 2021 and 2023 editions, focusing on Science and Biology education. The justification for this study lies in the need to value methodologies that break away from the rigidity of traditional teaching, promoting more meaningful, inclusive, and reality-connected learning experiences. The chosen methodology was Discursive Textual Analysis (DTA), a qualitative and interpretative approach that enabled a critical examination of nine selected articles that specifically addressed the use of non-formal spaces in education. These studies served as the main material for the analysis and led to the identification of two emerging categories: “Non-formal spaces contribute to learning” and “Greater commitment to inclusive education and non-formal spaces.” The results showed that, when intentionally planned, these spaces support the development of scientific literacy, autonomy, critical thinking, and inclusion. The research also revealed that such environments expand the possibilities of formal education, especially when articulated with interdisciplinary practices, interactive mediation, and teacher training experiences. However, it also became clear that there are still gaps regarding the inclusion theme in non-formal spaces, indicating the need for increased public policy investment and teacher education focused on diversity. It is concluded that non-formal spaces are valuable allies in the teaching-learning process in Science and Biology and that their incorporation into school practices must occur in a planned, critical, and inclusive way. This study contributes to the appreciation of alternative environments as powerful tools for transforming teaching and shaping more conscious and participatory citizens.