Proposta pedagógica e prática docente na educação infantil

El objetivo que nortea este estudio fue el de pesquisar las relaciones entre la propuesta pedagógica de una institución pública de educación infantil y las practicas docentes. Para el alcance de este objetivo asumimos el abordaje cualitativo de investigación y optamos por la metodología de estudio de caso, siendo empírico una escuela pública de la municipalidad de Caicó. Fueron adoptados como procedimientos, la análisis documental, la entrevista semi-estructurada y la observación no-participante. Los fundamentos teóricos que sirvieron de marco a nuestras interpretaciones se encuentran en las concepciones contemporáneas acerca del niño, de la niñez y de su educación, como sobre los procesos de aprendizaje, desarrollo y currículo para educación infantil, como también la legislatura en vigor, los documentos oficiales y propuestas curriculares de referencia en la actualidad. A partir de ese marco, el niño está concebido como sujeto concreto, marcado por contingencias biológicas propias de la especie humana y, al mismo tiempo, contingencias histórico-culturales. Capaz de aprender y desarrollarse en condiciones de interacción y mediación por medio de la apropiación y producción de cultura. La niñez está comprometida como tiempo y condición de ser niño, marcada por especificidades frente a otras fases evolutivas. Esas concepciones históricas imponen una educación infantil con función de educar-cuidar, mediadora de cultura para los niños, implicando intencionalidad y sistematicidad de las intervenciones institucionales. De este modo emerge la necesidad como principio científico y exigencia legal de la elaboración y implementación de propuestas pedagógicas/curriculares, comprendidas como construcciones colectivas que involucran tanto los principios como proposiciones didácticas que instrumentalizan las prácticas de los educadores de niños, con el objetivo de garantizar la calidad del atendimiento. De esos fundamentos y basado en los principios de análisis de contenido, procedemos a la interpretación de datos construidos a partir de la análisis del documento-propuesta, del habla de los sujetos y de los registros de observaciones realizadas en dos salas de clase. La recomposición de la historia de la propuesta de la institución reveló, en principio, que su elaboración se hace sin una participación efectiva y equitativa de todos los profesionales. Sobre las relaciones entre el contenido en el documento y la práctica de los profesores, esa nos llevó a la definición de Categorías frente a lo que se reveló más significativo en el conjunto de datos: 1) Concepciones que fundamentan la propuesta pedagógica y la práctica docente y 2) Elementos de organización didáctica; y subcategorías: 1.1) Niño; 1.2) Función de la Educación Infantil; 1.3) Aprendizaje y desarrollo; 2.1) Contenidos y actividades; 2.2) Relación Escuela-familia. Del entrecruzamiento de los datos alrededor de esa categorización, emergieron relaciones de encuentros y, de manera más significativa, de desencuentros. Esas constataciones nos llevan a las condiciones de formación y actuación de los educadores infantiles e indican la necesidad que esas sean viabilizadas, en los contextos de las instituciones formas de participación efectiva de los profesionales responsables, sobretodo los profesores, en la elaboración e implementación de propuestas pedagógicas para instituciones de educación infantil. Prácticas que pueden convertirse en modos de actualización permanente y de efectivación de las propuestas, como también de formación continuada de los profesores. Por consecuencia, de posibilidades de mejoría de la calidad de la educación de los niños

Espaços transversais em educação matemática :uma contribuição para a formação de professores na perspectiva etnomatemática

This PH.D. thesis is an attempt to show the beginning, evolution and unfolding of the making of a pedagogical work proposal based on culturally-built knowings in the heart of a traditional community, having as one of its starting points the knowings and doings experienced by dish-making women from Maruanum living in the city of Macapá, State of Amapá, Brazil. This proposal is strongly associated with the need we have to think about the nature of (ethnological)-mathematical knowledge generated by particular communities and about the way such knowledge can be discussed, worked out, and validated in learning environments, regardless of the level of instruction and the constraints imposed by government programs and educational institutions. Among its theoretical foundations are studies on instrumental activities that are typical of the Maruanum ceramics and investigative studies from the point of view of ethnomathematics. Methodological development took place with the application of activities, where traditional and instrumental knowledge observed in the production of ceramics had been adapted for and brought into the school environment , participative observation, as well as data collecting and organization techniques, such as interviews, statements, and audio an visual recordings. Analysis of the data collected focused on the relationship between the data-generating potential and the purpose of this study. Our aim is to make and estimate of the potential contributions from local situations and/or problems it would possibly bring to the formative learning of people involved in the educational processes of these communities, with a view to a spatial and temporal transformation of reality

Proposta Curricular para Educação infantil: (re) significando saberes docentes

The theory contemporary in the field of early children education, as well the legal discourse and official texts valid in our country point to the need for systematization of proposals pedagogic / curriculum in institutions, built and carried out by subjects that act as factor of assurance care quality. Quest us about what knowledge are required to teachers in developing a proposed curriculum for children education. Defined as an object of study, the knowledge teachers necessary for the development of a proposed curriculum for children education. As goals, assume: investigate teachers knowledge necessary for the development of a proposed curriculum in a Public Institution for children education and contribute to the (new) meaning on the part of teachers, knowledge needed to build a proposed curriculum for children education. Assuming the principles of the paradigm of qualitative research, we have developed a research institution of a children education Network Public Hall of Ceará-Mirim-RN, which serves children of four and five years old (preschool) with the participation of 17 teachers and two supervisory (teachers) that institution - subject of our research. Therefore, we have adopted the principles of action research, according to which the knowledge gained through research should build so shared / dialogue in the relationship between researcher and participants, what is the implementation of an effective action formative. As the search procedures developed observations no-teaching participants in the meetings and activities of the classroom; semi-structured interviews (individual and collective) with teachers and supervisors; analysis of school documents and participant observation in the seminars of studies reflective. The latter is implemented as key moments of speech and thought, and finally to (new) meaning of knowledge, the subject of the research-action. For these knowledge, the systematization of the register built was developed based on the principles of analysis of Content that guided us to the definition of two categories 1) knowledge teachers concerning conceptions of curriculum / proposed curriculum and 2) knowledge teachers concerning specifics of children education. From these were built subs representing thematings more specific and significant, among the many that emerged in the analysis: 1.1) Definitions of curriculum and curriculum proposal; 1.2) The subjects makers / implementing a curriculum / proposed curriculum; 1.3) elements constituting a curriculum / proposed curriculum for children education and 2.1) Functions of children education and conception of child; 2.2) The space of the play in the organization of routine. Under the intervention could significant advances with regard to (new) meaning of such knowledge from the subjects, with major disruptions to their original designs. These are presented and reflected in this work. In front of this movement, transformation, made the need for a permanent work in the context of the institution of in-service training, or mediated by pedagogical coordinator or other to assume this role with teachers, in order to provide the development and effectiveness of proposed curriculum consistent and contextualized in practice effective with the children concrete envisage the service to their specificities and a quality education

Representação social sobre educação inclusiva por professores de Cruzeiro do Sul - Acre

Nowadays the discussion about providing a quality education for all students is more and more recurrent, including for those who have special educational necessities. The discussion increases regarding that it is not enough to include these students in the regular school, but also to provide conditions of learning and development. This requirement implies changes in the educational system, as well as in the teachers‟ everyday; and these changes manifest themselves through the complexity of the functions which are assigned to the teachers and the school. The news that are generated from the perspective of the inclusive education asks for new formative models for teacher‟s performance, once he tries to (re)build knowledge, knowings and doings among troubles and conflicts as a way to decrease the impact caused by the necessary transformations. This research approached this context in order to understand the social representation about the inclusive education from teachers who work in the regular public school system in the Municipality of Cruzeiro do Sul, State of Acre. To approach the symbolic content, we elected the Multiple Classification Procedure (MCP) as the methodological approach. For that, it was necessary to apply the Technique of Free-Association of Words (TFAW) to 60 participants what provided data to the first step of the chosen methodological procedure. The criterion of choice of the participants took into account if they dealt with student who has special educational necessities and with public schools. Later, we applied MCP to 50 teachers from specialized course in inclusive education subgroup 01 and 30 teachers who has no specialized formation subgroup 02. The collected data from this step was examined through multidimensional and content analysis for a better understanding of their symbolic dimensions. The results from the multidimensional analysis showed that the subject inclusive education‟ for subgroup 01 involved the following facets: circulating discourses that meant the naming of the characteristics that teachers think indispensable to inclusive education; teachers in relation to the inclusive practice that was focused on the relation between teaching and included student, and repercussion to the student that showed the advantages that the inclusive education provided to the student who has special educational necessities. Subgroup 02 dealt with the following facets: characteristics of the included student that approached teachers‟ view on this student; negative aspects that regarded the naming of the obstacles in the achievement of inclusive education; and teacher‟s relations to the inclusive education that approach professional, affective, and formative elements. The content analysis revealed four categories: disagreeing concepts; conception of inclusive education; dimension of the teacher‟s inclusive doing, and difficulties and resistance to carry out the inclusion of a student who has special educational necessities in the regularschool. Both analyses multidimensional and content one showed that the constitution of elements in a social representation of inclusive education was a mixture formed by the characteristics of this sort of education and the school integration, materialized on the figure of the different‟ student. The representational field of the subject inclusive education‟ was associated to the social representation of the student who has special educational necessities, making clear the deficiency/ difference, and causing the difficulty of the teachers in achieving what they say about the phenomenon

A história do centro de educação integrada Monsenhor Honório: surgimento e contribuições (Macau /RN - 1956 1966)

The present study objective to construct to the Education‟s History of Centro de Educação Integrada Monsenhor Honório in Macau, in the state of the Rio Grande do Norte. By means of the examination of this Institution of education, we intend to analyze its educative practical in the Fifties years, that this was the first one to offer gymnasial course and, over all, for having formed doctors, engineers, teachers, bachelors and economists in the city and the region during five decades of functioning. For this we use the records as documentary sources available in the institution, in newspapers and in public and private archives in the capital and the interior, beyond interview with former-employees, former-pupils and people who had participated of its creation and, consequently, they had made and they are part of this history. The institution‟s history helped to us to comment the reading of Macau‟s education, propitiating us reflections about pedagogical practical, methods of teaching and school regiment, in the perspective to understand a past still so present and all process for which passed the education, in the context of the proper Macau‟s history. The search results lead us to evidence that the creation of this school, in 1956, represented a landmark in the education of this municipal district, contributing of decisive form in the formation of the macauenses

Educação inclusiva e formação continuada: contribuições dos casos de ensino para os processos de aprendizagem e desenvolvimento profissional de professores

This study focuses on processes of learning and professional development experienced by elementary school teachers who have students with special educational needs in their classrooms. Cases and case methods can be used as methodological resource to articulate the continued training of teachers in an inclusive perspective. This research-intervention adopted a constructive-collaborative model for continued teachers formation. The main objective was to investigate the possible contributions of teaching cases, while investigative and formative strategies, for the processes of learning and professional development of teachers who work in the regular school. The data were collected by means of analytical activities, drafting collective discussion and teaching cases, having eight teachers as participants in a regular public school, located in the municipality of Natal/RN, Brasil. The theoretical reference covers the inclusive education, teaching learning, teachers professional development, the knowledge base for teaching and teaching cases as a resource for continued teachers formation in an inclusive perspective. The results indicated that teaching cases allowed description and analysis of educational practices developed by regular education teachers and adoption of reflective processes about situations reported and on their own pedagogical actuation, achieving indications of changes. It also indicates the contribution of cases for the clarification, systematization and extension of professional knowledge about inclusive education process as well as for involvement by the teachers of the study in a pedagogical thinking process. The lessons learned are related mainly to own role as teachers of regular education, to the role of professional support and specialized institutions faced to school inclusion. The analyses showed the methodological option was suitable to develop a schoolcentric training process, allowing teachers to seek in their actual environment alternatives for construction of a new logic of teaching that encloses diversity. The conclusion is that the cases, while bringing educational situations closer to the reality experienced by teachers in their daily professional role, causes relevant improvement on teachers education, because it offers training in conjunction with the experience and knowledge that teachers already have

Educação inclusiva e formação continuada: contribuições dos casos de ensino para os processos de aprendizagem e desenvolvimento profissional de professores

This study focuses on processes of learning and professional development experienced by elementary school teachers who have students with special educational needs in their classrooms. Cases and case methods can be used as methodological resource to articulate the continued training of teachers in an inclusive perspective. This research-intervention adopted a constructive-collaborative model for continued teachers formation. The main objective was to investigate the possible contributions of teaching cases, while investigative and formative strategies, for the processes of learning and professional development of teachers who work in the regular school. The data were collected by means of analytical activities, drafting collective discussion and teaching cases, having eight teachers as participants in a regular public school, located in the municipality of Natal/RN, Brasil. The theoretical reference covers the inclusive education, teaching learning, teachers professional development, the knowledge base for teaching and teaching cases as a resource for continued teachers formation in an inclusive perspective. The results indicated that teaching cases allowed description and analysis of educational practices developed by regular education teachers and adoption of reflective processes about situations reported and on their own pedagogical actuation, achieving indications of changes. It also indicates the contribution of cases for the clarification, systematization and extension of professional knowledge about inclusive education process as well as for involvement by the teachers of the study in a pedagogical thinking process. The lessons learned are related mainly to own role as teachers of regular education, to the role of professional support and specialized institutions faced to school inclusion. The analyses showed the methodological option was suitable to develop a schoolcentric training process, allowing teachers to seek in their actual environment alternatives for construction of a new logic of teaching that encloses diversity. The conclusion is that the cases, while bringing educational situations closer to the reality experienced by teachers in their daily professional role, causes relevant improvement on teachers education, because it offers training in conjunction with the experience and knowledge that teachers already have

Ingressar na ufrn: trajetórias escolares e universitárias de estudantes egressos da educação básica da rede pública

On the beginnings of the XXI century the brazilian universities was claimed by the Government and by the society to rebuild your ways of selecting students. Many questions are behind this theme, that goes since the concernings of the higher education institutions about select and graduate students, and now also students from disadvantaged sectors of the society; but also about personal issues, like concerns of the everyday of millions of youngs that integrates the brazilian society and that need to decide about your professional future after the finish of the Basic Education. The present thesis has as objective analyse the processes of the transition between the Basic Education and Higher Education on the point of view of students that achieved a place on the public university. This study was accomplished on the Federal University of Rio Grande do Norte [UFRN on the original language], that implemented an Access and Social Inclusion Policy (PAIS [on the original language]) on the year of 2003, and since than a series of social actions had been developed. Among the main, we highlight the Inclusion Score action, an adicional score [on the entrance selection exam] for graduated students from public schools, which considers social and economic criteria and the academic development of these candidates on your Basic Education. Through quizzes and interviews with the graduated university students from public network, we could know the social, economic and academic profile of the students that entered on the UFRN by the time of the development of your PAIS, your schools and university trajectories, revealing some of the dilemmas, strategies, difficulties and personal cost of those that try to remain on the educational system besides the adversity conditions of schooling. For the theory foundation, we use authors like Bourdieu (1992, 1996, 2003); Coulon (1993, 2008); Ramalho (2004, 2007, 2008, 2010); Ramalho, et al (2011); Charlot (2001, 2003, 2005); Zago (2011); Nogueira, Romanelli e Zago (2011), among others, that contributed for a better analysis and understanding of thought and actions of the students in your own formative trajectories. Although we know that the educational inequalities are many, we found that the UFRN policy brought and is bringing many significant results, on the perspective of contribute with the increase of access for graduated students from the public network, and with the inclusion of these on the university

A rotina de crianças de zero a dois anos na educação infantil e as especificidades infantis

In current upbringing production, children are often conceived as rightful subjects, and concrete and singular people, marked by specificities that schools must respect, mainly their personal wholeness, their care and attention needs, as well as their abilities to learn and produce culture. In the educational practices frame, routine is considered to have a definitive roll in time, space and activities structuring, as with actions and relations of subjects involved. In that perspective, this research aims to analyze routines of zero to two years old children in the upbringing context, relating to their childish specificities. Anchored in the qualitative approach, a Case Study was developed, according the procedures of daily routine observation and semi-structured interviews with six nursery teachers of CMEI Centro Municipal de Educação Infantil, Natal-RN, the research field. The data analysis was based in Speech Analysis principles. The teachers utterances regarding routine and it s roll in the frame revealed significances related to control/regulation of actions theirs and students aiming to streamline tasks; learning relative to routine itself, time and school practices. Thus, prospects of discipline and exercise of power of teachers over students surges, reducing their possibilities to participate. These conceptions reflect the daily routine of the kids and their teachers. By analyzing the methods of routine operation in the time/space/activities frame of CMEI, it was possible to perceive its homogenization of actions and rhythms, not only of the group s children, but the whole institution, which creates, many times, a controlling character that contains/prevents children s initiative. However, it was also possible to observe that in routine recesses, when it s relaxed, and other spaces, times and actions are provided, kids have the opportunity to experience and create different ways of action and relation with time, materials, other kids and teachers, being, as such, respected their specificities. We highlight the importance of reflections regarding routine in upbringing context, as to comprehend it s functions and the need for it s construction to take a multiple character that respects the plurality of situations and singularities of children as persons

Necessidades de formação de professoras principiantes da educação infantil/pré-escola

This work arose from our concerns with the issues of teacher training for early childhood education. From the difficulties encountered as a novice teacher in elementary, we deem important to research training needs of these professionals. Thus, we define the objective of this research to investigate the training needs of novice teachers teaching Early Childhood Education/Elementary school. Our work fits in Educational Research Qualitative Approach, and its construction procedures of the semistructured interview data and document analysis. Our empirical field was made up of schools in the metropolitan region of Natal / RN, offering kindergarten / elementary school. The subjects are five teachers who act as holder of the elementary school class and have 0-3 years of teaching practice, characterizing the second Huberman (2007) as novice teachers. Data analysis, based on principles of content analysis, three themes emerged: Beginner Teaching Professor in Early Childhood Education / Preschool; Reasons explaining the difficulties Faculty / Formative Needs Teaching and Training in Early Childhood Education / Elementary school, from the Training Needs Analysis, with their respective categories, subcategories, contributing to our understanding of the subject matter. The entry into the profession is marked by mixed feelings of euphoria and fear, where there seems to be a "clash" with reality. The difficulties are related to the planning / execution of activities, meet the individual needs of learning and assessment of children. As a strategy to overcome the difficulties the teachers exercise the action-reflection-action in their practices and seek continuous updates in the theoretical and methodological framework of early childhood education. The reasons that define these difficulties may be related to the teacher, school, family, and students of these institutions. In experiencing these difficulties has outlined the need for teacher training, among which stand out studies on ethics in teaching with children, the concept of children and their childhoods, peculiarities of teaching / learning in preschool, toys and legal determinations on early childhood education, multi-language and expressions in early childhood education, specific content areas of knowledge, among others. Furthermore, studies on the theoretical as Piaget, Vigotsky, Maria Carmen Barbosa and Emily Smith. For these professionals to be a professional early childhood education is: like children, be patient and careful, have specific theoretical and practical training for teachers in kindergarten, being able to improvise with seriousness and competence and get updates on continuing education. The surveys, together with the authors and teachers, to confirm our understanding that the training needs of beginners may be related to shortcomings in the initial and continuing education

A relação entre a família e a instituição de educação infantil: descrição reflexiva sobre uma experiência

The present paper is a doctorate thesis, in the area of Education, that has as a goal to describe and to reflect on the construction/systematization of a relation between family and institution of Childhood Education, in favor of sharing the care and education actions of children, in the context of creation of a County Center of Childhood Education, located in the city of Natal-RN. Our intension with this paper is to share some of the ideas and actions collectively constructed by this experience, with the intention of bringing a contribution for the thematic debates concerning Childhood Education - as modality of education, in a general way; and the relations between families and Institutions of Childhood Education, in a more specific way. The paper presented here is endorsed by the postulates of the qualitative research with characteristics of a research-action, having as main instruments of the data construction the open or half-structuralized interviews, the personal notebook of registers, the participant s index cards characterizing the children and comments. Authors as Aries (1981); Bassedas, Huguet and Solé (1999); Bhering and Blatchford (1999); Brasil (1998); Bujes (2001); Didonet (2002 - 2003); Formosinho (2007); Gómez (2000); Heywood (2004); Kramer (2005); Marchesi and Martín (2003); Marschal and Zohar (2006); Thiollent (2004); Tiriba (2006), amongst others, had theoretically based this paper. The experience described here points to the possibilities of sharing the care and education actions between family and Institution of Childhood Education, emphasizing the relevance of participative praxis in the interior of the institution, so that its job can propitiate this sharing with the families, throughout activities as meetings, lectures, workshops, participation in didactic projects, open expositions to the community, commemorative parties and valuation of the local culture, amongst other chances of dialogue and interaction between the educative institution and the families

Uso da internet em ambiente acadêmico :estudo com docentes em institruição de educação tecnológica no Brasi

The last decade, characterized by the vertiginous growth of the computers worldwide net, brought radical changes in the use of the information and communication. Internet s use at business world has been largely studied; however, few are the researches about the academic use of this technology, mainly if we take into consideration institutions of technologic education. In this context, this research made an analysis of internet s use in a technologic education institution in Brazil, analyzing, in particular, the Centro Federal de Educação Tecnológica do Rio Grande do Norte CEFET/RN for that standard use of this Information Technology (IT) tools and, at the same time, studying the determinant factors of this use. To reach the considered objectives, a survey research was effected, be given data collected daily through the research s questionnaire application to 150 teachers who answered a set of closed and scaled questions. The quantitative data were qualitatively analyzed, arriving a some significant results related to the standard use and the factors that influenced in the use of these Internet technologies, like: the age scale, the exposition s to the computer level, the area of academic graduation, the area of knowledge where acts and the title, exert significant influence in the academic use of Internet between the professors

Avaliação do impacto do plano de expansão da rede federal na qualidade dos institutos federais de educação segundo indicadores de desempenho

The Expansion Plan of the Federal Network of Vocational Education foresees the construction of 860 new units of instruction until 2020, representing a strong growth against the 140 existing units prior to its disclosure by Federal Government of Brazil, in 2005. The Federal Institutes of Education, Science and Technology have been performing the expansion while experiencing the shortcomings and challenges of units still in development, created in previous phases of the Plan. The quality of the services of these institutions has been evaluated by the control bodies, which require the submission of performance indicators in annual management reports of institutions under their jurisdiction. In this context of expansion process, particularly, is desirable to identify possible changes in quality standards. Thus, this research was motivated by the following problem: there was difference in the performance of the Federal Institutes of Education, Science and Technology after the inauguration of the first units of phase II of the Expansion Plan of the Federal Network of Vocational Education? This is an exploratory-descriptive, ex-post-facto, quantitative approach research, which aims to contribute to the knowledge of the impact of the expansion of the Federal Network. The data were collected from 12 indicators presented in management reports of 38 Federal Institutes through years 2007 to 2011 to evaluate the performances using descriptive statistical techniques. The indicators were analyzed in both consolidated and open manners by the following perspectives: country region, growth of instruction units and institutions origin. Was also performed a multivariate analysis of clusters in order to identify excellence groups of Institutes. The results showed differences in the expansion plan s development among Brazilian regions, both in terms of infrastructure and academic indicators, with better results in the Midwest and South, and that there are differentiated profiles of institutes as its origin, where the best quality indicators occur in those originated by integration of different educational institutions. Still, were identified two excellence groups, with emphasis on academic management, human resources and expansion

Educação superior no período noturno no Brasil: políticas, intenções e omissões

Neste artigo analisa-se a oferta de vagas para o período noturno nos cursos de graduação da educação superior no país, com foco nas universidades públicas estaduais paulistas, a fim de se verificar como estas têm atendido à exigência da Constituição Paulista no sentido de se ofertar pelo menos um terço do total de suas vagas a este período. Avalia-se o impacto dessa exigência no contexto maior da oferta de vagas para a educação superior no país, considerando que a Reforma Universitária em trâmite propõe este mesmo índice para as universidades federais. Uma retrospectiva histórica apresenta a origem da educação superior no país, a presença exclusiva das instituições públicas até meados do século XX, a entrada das instituições religiosas no setor privado em 1946, e os desdobramentos da Reforma Universitária de 1968, marco da expansão do setor privado, que contempla atualmente 71,7% das 4,1 milhões de matrículas em cursos de graduação no país. As reflexões indicam que a expansão da educação superior deve priorizar o crescimento da oferta de vagas no sistema público, buscando uma melhor relação de vagas entre o sistema público e o privado, com ênfase nas demandas crescentes do período noturno, visando a um projeto maior de desenvolvimento do país, ordenado pelo Estado e alicerçado na valorização da Educação.

A utilização de espaços de educação não formal por professores de biologia de Natal-RN

La práctica educativa en espacios no formales es un recurso didáctico catalizador de motivación e interese, tanto para alumnos como para los profesores. El crecimiento de los espacios no formales coincide con los cambios recientes en el mundo en los campos sociales, políticos, económicos y culturales. Como una de las consecuencias de esos cambios, tenemos el crecimiento de otras instancias difusoras de conocimientos rompiendo, así, la hegemonía de la escuela. De esa forma, en este trabajo busqué investigar la frecuencia y las formas de utilización de los espacios de educación no formal por profesores de biología, de la enseñanza media, de la Ciudad de Natal (RN). Procuré también, identificar cuales son los espacios de educación no-formal que son utilizados; describir los recursos y las acciones desarrolladas en eses espacios; identificar la existencia o no de interese y la importancia que atribuyen a los espacios para la enseñanza de biología, además de divulgar los espacios utilizados como recursos didácticos. Para alcanzar estos objetivos fueron hechas observaciones de los espacios, aplicados cuestionarios y realizadas entrevistas con los profesores que realizan actividades junto a tales instituciones. Para el análisis de los datos se utilizó tanto el abordaje cuantitativo como cualitativa. Nos basamos en referenciales teóricos de autores que buscan establecer las relaciones entre diferentes modalidades de educación para mejor comprender lo que es la educación no-formal y su trayectoria histórica. Constaté que los profesores utilizan los espacios de educación no-formales, aun la cantidad de visitas al año sea reducida, en virtud de varias dificultades por ellos apuntadas, tales como el transporte, la falta de recursos financieros y de apoyo para viabilizar la visita, entre otros. Verifiqué también que los profesores demostraron un alto interese por los espacios no-formales y apuntaron como principales justificativas para considerarlos importantes para la enseñanza de la biología la posibilidad de establecer conexiones entre la teoría y la practica, además de la complementariedad