Produção e execução de exposições museais científicas: o caso da evolução estelar

Abstract

This work aimed to develop scripts and instructions for a museum production on the theme of Stellar Evolution, based on Vygotsky's socio-interactionist theory. The proposal consisted of creating models that visually and creatively represented the main phases of the stellar life cycle, from their formation in nebulae to their final stages, such as white dwarfs, neutron stars, and black holes. The project sought to promote meaningful learning through social interaction, pedagogical mediation, and the collective construction of knowledge. During the process, students were organized into groups and, with the support of the mediating teacher, researched, planned, and produced physical representations of the stellar evolutionary stages. Based on the Vygotskian perspective, learning was enhanced by peer collaboration and the teacher's role as a mediator, respecting different developmental paces and expanding learning possibilities within the Zone of Proximal Development (ZPD). The final product resulted in a school museum exhibition open to the community, transforming the educational space into an interactive environment accessible to the public. The choice of a museum format highlighted the relevance of non-formal learning spaces, which, when articulated with the school environment, favor experimentation, dialogue, and the active involvement of students with scientific knowledge. This integration between school and community broadened the reach of knowledge, stimulated student protagonism, and strengthened the link between science, art, and education. The activity fostered the development of cognitive, social, and creative skills, promoting interdisciplinarity between Astronomy, Physics, and Art, and reaffirming the importance of active learning and cooperation as the foundations of transformative education. All the specific objectives proposed in this work were successfully achieved. The development of the activities clearly demonstrated how non-formal education can be integrated into the school context, enriching the teaching and learning process. The practices carried out showed that the school can become a dynamic and participatory space where students exercise creativity, autonomy, and collaboration. The results obtained prove that the goals set were achieved, contributing to a broader reflection on the role of non-formal education in the integral formation of students and in the transformation of pedagogical practices within the school.