The museum as a space for teacher training: training experience based on a supervised internship in Natural Sciences

Abstract

This article analyzes a formative experience experienced by undergraduate students in the Natural Sciences program at the Federal University of Vale do São Francisco (UNIVASF) during their supervised internship at the Museum of the American Man (MHA) in São Raimundo Nonato, Piauí. The proposal was guided by the theoretical framework of the Teaching Learning Focuses (TLF), which enabled the identification and understanding of the learning processes developed by future teachers in the context of a non-formal space. The qualitative, participatory research was organized into five stages: exploratory research, theoretical training on non-formal spaces, planning and implementation of mediation strategies, monitoring museum activities, and mapping of teacher learning. Data were obtained through portfolios prepared by the undergraduate students and analyzed according to the TLF categories. The results revealed that the most prevalent focuses were Interest in Teaching and Reflection on Teaching, demonstrating that internships in museum settings significantly contribute to the development of motivation, autonomy, and reflective capacity in future teachers. The experience also fostered closer ties between the university, museum, and community, expanding the undergraduates' understanding of science mediation and teaching in diverse contexts. The conclusion is that the MHA internship represented a promising training model, capable of integrating theory, practice, and research, strengthening teacher training and valuing the educational role of science museums.