Construindo relações entre o museu e a infância: ensino de ciências na educação não formal.

Abstract

This article discusses the

relevance of museum and science spaces as

mediators of science education in childhood,

considering them as privileged non-formal

education environments based on

contemporary theoretical frameworks. There

are numerous possibilities to expand

children‘s learning beyond the school

context, employing diverse methodologies

that value sensory experiences, play, and

debate—especially given the fragmented

information children encounter in the digital

culture and through intensive screen use.

The reflections are illustrated by experiences

developed at the UNIFAL-MG Science

Space, which aim to engage children of

different ages with scientific content about

science and health through exhibitions,

workshops, and dynamic activities. From

these papers it is possible concluded that

museum settings can address scientific

topics considered complex for children, and

such practices contribute to the holistic

development of the individual while

promoting the Sustainable Development

Goals (SDGs), fostering a more critical and

conscious citizenship.