Planetários no Contexto Brasileiro

Distribuição e Potencialidades para a Formação de Professores e a promoção da Alfabetização Científica

Authors

DOI:

https://doi.org/10.5335/rep.v32.17526

Keywords:

Astronomy Teaching, Planetariums, Surveys, Science and Biology Teacher Training

Abstract

Several studies have highlighted problems related to astronomy teaching in basic education. Contextual situations, such as offering science classes during the day, thus making it impossible to observe phenomena that are visible only at night, can restrict teaching to the use of representational resources. Thus, considering the composition of the national curricula, which include Astronomy as an area of ​​knowledge that is able to develop different skills in students, this article presents the results of a mapping of planetarium units in Brazilian territory, highlighting their distribution and characteristics. The Planetarium of the State University XXXX (XXXX) was adopted as an example, and interviews were conducted with undergraduate students in Biological Sciences, after immersive sessions in the planetarium. Assessment of their responses consolidated three analytical categories: (1) Positive impact on teaching and learning, (2) Approach to Science and Biology content, (3) Recognition and use of the planetarium as a space for Scientific Literacy. These categories demonstrate that planetariums, like the one at XXXX, can favor the teaching and learning of Science, by making abstract content more accessible, through immersive experiences, and by helping to overcome training gaps in future teachers.

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Author Biographies

  • Mayara Baptistucci Ogaki, Universidade Estadual do Norte do Paraná (UENP)

    Possessed a degree in Biological Sciences and a master's degree in Microbiology, both from the State University of Londrina (UEL), a PhD from the Federal University of Minas Gerais (UFMG). I carried out a post-doctorate linked to the Brazilian Antarctic Program (PROANTAR) with an emphasis on Biodiversity and Bioprospecting of Extremophilic Fungi; and postdoctorate in the area of ​​Microbiology and PD in Fermentative Bioprocesses at the Universidade Estadual do Norte do Paraná (UENP). Not a private market, but in the area of ​​PD of products and bioprocesses for the Biological Control of Prague by the Instituto Matogrossense do Algodão (IMAmt); PD scientist for medical/aesthetic products for Medsystems. You may have experience in Microbiology, Biotechnology, Product Development.

  • Lucken Bueno Lucas, Universidade Estadual do Norte do Paraná (UENP)

    Graduated in Biological Sciences (Bachelor's Degree) from the State University of Northern Paraná (UENP), Specialist in Bioethics, Master and Doctor in Science and Mathematical Education from the State University of Londrina (UEL/PECEM, CAPES Scholarships). Effective teacher of the Biological Sciences course and the Post-Graduation Program in Education (PPGEN) at UENP, Cornélio Procópio Campus. He has been working since 2018 as a consultant for the Education Area, at CAPES, and as an ad hoc assessor of CNPq since 2022. He leads the GPEFOP - Grupo de Pesquisa em Ensino e Formação de Professores, registered at CNPq and authorized by UENP. He is also a researcher at Grupo PENSA - Pesquisas em Ensino, Aprendizagem e Avaliação Educacional (UENP/CNPq) and Grupo ECIMTEC - Educação em Ciências, Matemática e Tecnologia (IFPR - Londrina). I was coordinator of the Professional Master's Degree in Education (PPGEN/UENP) in the 2015-2019 period, assistant editor of the Revista de Produtos Educacionais e Pesquisas em Ensino - REPPE (2016-2020) and member of the Area Advisory Committee (CAA - Human Sciences) of the Araucária Foundation. Support for the Scientific and Technological Development of the State of Paraná (2017-2019). I participated as coordinator of the PIBID Area (Science and Biology) in the periods 2014-2017 and 2018-2019. He is the technical responsible for the Laboratório de Pesquisa em Ensino e Formação de Professores (LAPEFP) of UENP. He is institutional coordinator (UENP) and member of the Scientific Committee of NAPI Paraná Faz Ciência Network - Science Clubs. He is vice coordinator of the Post-Graduation Program in Education (Mestrado e Doutorado profissionais). He is a member of the Editorial and Scientific Council of the Revista de Produtos Educacionais e Pesquisas em Ensino (REPPE) - ISSN 2526-9542. It develops research in the Areas of Axiology applied to Education, Professor Training, Learning Avaliação, Natural Sciences Education (Physics, Chemistry and Biology), Scientific Divulgação and Scientific and Technological Education in configurations in non-learning formats. CNPq Research Productivity Fund - Level 2 (Chamada CNPq N. 04/2021). E-mail: luckenlucas@uenp.edu.br

  • Daniel Trevisan Sanzovo, Universidade Estadual do Norte do Paraná (UENP)

    Possessed a bachelor's degree in Physics from the State University of Londrina (UEL), as well as a PhD in Science and Mathematical Education from the State University of Londrina (PECEM/UEL). He is currently Associate Professor of the State University of Northern Paraná (UENP) - College of Mathematics of the Jacarezinho Campus (UENP/CJ) and Post-Graduation Program in Education (PPGEN) of the Cornélio Procópio Campus (UENP/CCP). The researcher of GPEFOP - Grupo de Pesquisa em Ensino e Formação Profissional (UENP). Develop research investigating the influence and role of Semiotic References and Representational Diversity (Multimodos e Múltiplas Representações) in the Teaching and Learning Processes of Sciences and Mathematics.

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Published

2025-11-11

Issue

Vol. 32 (2025): PUBLICAÇÃO CONTÍNUA

Section

Dossiê - Diálogos entre Ciência e Sociedade: o papel da Popularização, Divulgaçã

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Os direitos autorais são mantidos pelos autores, os quais concedem à revista o direito de primeira publicação. 

How to Cite

Planetários no Contexto Brasileiro: Distribuição e Potencialidades para a Formação de Professores e a promoção da Alfabetização Científica. Revista Espaço Pedagógico, [S. l.], v. 32, p. e17526, 2025. DOI: 10.5335/rep.v32.17526. Disponível em: https://ojs.upf.br/index.php/rep/article/view/17526. Acesso em: 30 nov. 2025.

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