2026-11-052026-11-052026-03-04PEREIRA, Tâmara do Carmo Rego. Educação Científica no Centro de Ciências e Planetário do Pará: uma proposta formativa para professores dos anos iniciais do Ensino Fundamental. Orientadora: Jacirene Vasconcelos de Albuquerque. 2026. 129f. Defesa (Mestrado em Educação e Ensino de Ciências na Amazônia) - Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2026.https://portaldaposgraduacao.uepa.br/handle/riuepa/423AbertoProfessores educação continuadaEducação não formalPlanetário do ParáContinuing teacher educationScientific educationNon formal educationSpaces PlanetariumDissertaçãoCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-AprendizagemScience museums are non-formal educational spaces and centers for scientific dissemination with significant educational potential. However, studies show that most schools use them mainly as complementary venues for occasional scientific, cultural, or recreational activities, with limited pedagogical exploitation for the education of teachers and students in the field of Science. This study aims to analyze the contributions of a teacher education program for educators who teach Natural Sciences in the early years of Elementary School, focused on the use of the spaces and resources offered by the Pará Science Center and Planetarium (CCPPA). The goal is to support teachers in establishing connections between the knowledge addressed during visits to the CCPPA and their classroom practices, presenting scientific content in a dynamic and contextualized manner to students. The research adopts a qualitative, applied approach and is characterized as action research. Data collection instruments include document analysis, semi-structured interviews, questionnaires, and participant observation of school visits to the CCPPA, with records kept in a field diary.The data analyzed using Discursive Textual Analysis (DTA) reveal that the training process contributed to the personal and professional development of the participants, leading them to critical reflections on their pedagogical practices, in order to offer students activities outside the school environment that led them to reflect on, discuss, explain, and contextualize scientific and curricular knowledge of Natural Sciences based on the visit. The results also indicate that the NFE (Non-Formal Education and Training) constitutes important instruments both for the continuing education of teachers and for the improvement of Science Education, by enabling practices and experiences that go beyond theory, strengthening the production and dissemination of scientific knowledge and the dialogue between school, non-formal education and university in the Amazonian context. Furthermore, a digital guide was developed as an artifact of the Educational Process (EP), systematizing and disseminating the training proposal and providing guidance to teachers on how to plan their visit to a non-formal education spacePPGEECA - Formação de professores de ciências e processo de ensino e aprendizagem em diversos contextos amazônicos