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For more info see http://www.lyx.org/ \lyxformat 276 \begin_document \begin_header \textclass article \begin_preamble \usepackage[brazilian]{babel} \usepackage[T1]{fontenc} \usepackage{ae} \usepackage[ansinew]{inputenc} \usepackage{indentfirst} \usepackage{fancyhdr} \usepackage[final]{pdfpages} \usepackage{tocloft} \renewcommand{\cftfigfont}{Figura~} \renewcommand{\cfttabfont}{Tabela~} \renewcommand{\cftfigaftersnum}{ -} \renewcommand{\cfttabaftersnum}{ -} \setlength{\cftsecindent}{0pt} \setlength{\cftsubsecindent}{0pt} \setlength{\cftsubsubsecindent}{0pt} \pagestyle{fancy} \fancyhead[LE,RO]{\thepage} \fancyhead[LO,RE]{\slshape \leftmark} \fancyfoot{} \usepackage{breakcites} \bibpunct{(}{)}{;}{}{,}{,} \usepackage[margin=15pt,font={small,sf}]{caption} \DeclareCaptionLabelSeparator{colon}{~-~} \end_preamble \language brazilian \inputencoding default \font_roman times \font_sans default \font_typewriter default \font_default_family rmdefault \font_sc false \font_osf false \font_sf_scale 100 \font_tt_scale 100 \graphics default \paperfontsize 12 \spacing other 2 \papersize a4paper \use_geometry true \use_amsmath 1 \use_esint 1 \cite_engine natbib_authoryear \use_bibtopic false \paperorientation portrait \leftmargin 3cm \topmargin 3cm \rightmargin 2cm \bottommargin 2cm \secnumdepth 3 \tocdepth 3 \paragraph_separation indent \defskip smallskip \quotes_language swedish \papercolumns 1 \papersides 2 \paperpagestyle default \tracking_changes false \output_changes false \author "" \author "" \end_header \begin_body \begin_layout Standard \begin_inset ERT status open \begin_layout Standard \backslash date{} \end_layout \begin_layout Standard \backslash thispagestyle{empty} \end_layout \begin_layout Standard \end_layout \end_inset \end_layout \begin_layout Standard \align center \size largest INSTITUTO DE FSICA DE SO CARLOS \end_layout \begin_layout Standard \begin_inset VSpace 6cm \end_inset \end_layout \begin_layout Standard \align center \size largest SILVIA CALBO AROCA \end_layout \begin_layout Standard \begin_inset VSpace 5cm \end_inset \end_layout \begin_layout Standard \align center \series bold \size largest Ensino de fsica solar em um espao no formal de educao \end_layout \begin_layout Standard \begin_inset VSpace 6cm \end_inset \end_layout \begin_layout Standard \paragraph_spacing single \align center \size larger So Carlos \end_layout \begin_layout Standard \paragraph_spacing single \align center \size larger 2008 \end_layout \begin_layout Standard \lang english \begin_inset ERT status open \begin_layout Standard \backslash thispagestyle{empty} \end_layout \end_inset \end_layout \begin_layout Standard \newpage \end_layout \begin_layout Standard \InsetSpace ~ \end_layout \begin_layout Standard \lang english \begin_inset ERT status open \begin_layout Standard \backslash thispagestyle{empty} \end_layout \end_inset \end_layout \begin_layout Standard \lang english \begin_inset ERT status open \begin_layout Standard \backslash thispagestyle{empty} \end_layout \end_inset \end_layout \begin_layout Standard \newpage \lang english \InsetSpace ~ \end_layout \begin_layout Standard \lang english \begin_inset ERT status open \begin_layout Standard \backslash thispagestyle{empty} \end_layout \end_inset \end_layout \begin_layout Standard \align center \size largest SILVIA CALBO AROCA \end_layout \begin_layout Standard \begin_inset VSpace 4cm \end_inset \end_layout \begin_layout Standard \align center \series bold \size largest Ensino de fsica solar em um espao no formal de educao \end_layout \begin_layout Standard \align right \begin_inset VSpace 4cm \end_inset \end_layout \begin_layout Standard \align right \end_layout \begin_layout Standard \align right \hfill \begin_inset Box Frameless position "c" hor_pos "c" has_inner_box 1 inner_pos "t" use_parbox 0 width "70col%" special "none" height "1in" height_special "totalheight" status open \begin_layout Standard \paragraph_spacing single \align left \size large Tese apresentada ao Programa de Ps-Graduao do Instituto de Fisica de So Carlos da Universidade de So Paulo para obteno do ttulo de Doutor em cincias. \end_layout \begin_layout Standard \paragraph_spacing single \align left \size large rea de Concentrao: Fsica Bsica \newline Orientador: Prof. Dra. Cibelle Celestino Silva \end_layout \end_inset \end_layout \begin_layout Standard \begin_inset VSpace 3cm \end_inset \end_layout \begin_layout Standard \paragraph_spacing single \align center \size large So Carlos \end_layout \begin_layout Standard \paragraph_spacing single \align center \size large 2008 \end_layout \begin_layout Standard \begin_inset ERT status open \begin_layout Standard \backslash thispagestyle{empty} \end_layout \end_inset \end_layout \begin_layout Standard \newpage \end_layout \begin_layout Standard \lang english \begin_inset ERT status open \begin_layout Standard \backslash thispagestyle{empty} \end_layout \end_inset \end_layout \begin_layout Standard \begin_inset ERT status open \begin_layout Standard \backslash makeatletter \end_layout \begin_layout Standard \backslash def \backslash input@path{{C:/Doutorado/Tese}} \end_layout \begin_layout Standard \backslash makeatother \end_layout \begin_layout Standard \backslash includepdf{ficha.pdf} \end_layout \end_inset \end_layout \begin_layout Standard \lang english \begin_inset ERT status open \begin_layout Standard \backslash thispagestyle{empty} \end_layout \end_inset \end_layout \begin_layout Standard \newpage \end_layout \begin_layout Standard \begin_inset ERT status open \begin_layout Standard \backslash thispagestyle{empty} \end_layout \end_inset \end_layout \begin_layout Standard \align center \size largest Agradecimentos \end_layout \begin_layout Standard Aos meus pais por sempre terem, em todas as etapas, confiado e me apoiado. \end_layout \begin_layout Standard Ao meu querido marido Rafael, pela compreenso e infindvel colaborao ao longo deste trabalho e ao pequeno Matheus que me trouxe muita alegria. \end_layout \begin_layout Standard Ao Jorge do Observatrio pelo valioso apoio tcnico, sem o qual este trabalho de pesquisa no poderia ter sido realizado. \end_layout \begin_layout Standard orientadora Cibelle por quem tenho grande admirao pela orientao, incentivo e amizade. \end_layout \begin_layout Standard Ao professor Schiel pela co-orientao. \end_layout \begin_layout Standard Aos alunos que participaram dos mini-cursos, que tornaram este trabalho possvel. \end_layout \begin_layout Standard A Rogrio Marcon da Rede de Astronomia Observacional pelo apoio tcnico de alto nvel e valiosas sugestes. \end_layout \begin_layout Standard Ao CNPq e Fundao Vitae pelo apoio financeiro. \end_layout \begin_layout Standard Aos integrantes do grupo de pesquisa Pedro, Anita e Aldo pelas dicas, companheir ismo e artigos trocados durante a execuo deste projeto. equipe do Observatrio pela convivncia, dicas e sugestes. \end_layout \begin_layout Standard Dario Pires, pelas dicas de instrumentao e confeco de equipamentos para esta pesquisa. \end_layout \begin_layout Standard Ao professor Aprgio e equipe do CDCC pelo apoio financeiro, instrumental e computacional. \end_layout \begin_layout Standard Ao Wilton Costa, pelo incentivo em desenvolver um projeto de ensino de Astronomi a no IFSC. \end_layout \begin_layout Standard Oficina de ptica do IFSC pela confeco dos espelhos do heliostato. \end_layout \begin_layout Standard professora Martha Marandino por ministrar a disciplina Educao no formal e divulgao cientfica que foi fundamental para desenvolver o referencial terico deste trabalho. \end_layout \begin_layout Standard Ao Ednilson Oliveira por ensinar as tcnicas de observao solar e por demonstra r tanta paixo e dedicao Astronomia brasileira. \end_layout \begin_layout Standard Ao Clube de Astronomia de Brasilia, pelo carinho e incentivo. \end_layout \begin_layout Standard Ao Antnio Carlos do CDCC pela participao e ajuda durante os mini-cursos. \end_layout \begin_layout Standard Ao Hrcio do Laboratrio de Ensino do IFSC pelo emprstimo de equipamentos. Ao Carlos Colesanti, Tasso Napoleo e REA pelo emprstimo de equipamentos e pelo incentivo em divulgar Astronomia. \end_layout \begin_layout Standard \begin_inset ERT status open \begin_layout Standard \backslash thispagestyle{empty} \end_layout \end_inset \end_layout \begin_layout Standard \newpage \end_layout \begin_layout Standard \begin_inset ERT status open \begin_layout Standard \backslash thispagestyle{empty} \end_layout \end_inset \end_layout \begin_layout Standard \align center \size largest Resumo \end_layout \begin_layout Standard \paragraph_spacing single AROCA S. C. \series bold Ensino de fsica solar em um espao no formal de educao \series default . 2008. Tese (Doutorado) - Instituto de Fsica de So Carlos, Universidade de So Paulo, So Carlos, 2009. \newline \end_layout \begin_layout Standard \paragraph_spacing single Planetrios e observatrios oferecem a possibilidade de desenvolver um ensino contextualizado de Astronomia e cincias, permitindo a realizao de atividades educativas que proporcionam acesso a uma cincia escolar mais autntica. Com isso em vista, esta pesquisa consistiu no desenvolvimento, aplicao e anlise de mini-cursos sobre o Sol, para o ensino fundamental e fsica solar, para o ensino mdio em um espao no formal de educao, o Observatrio Astronmico do CDCC/USP. Tpicos como a composio qumica, temperatura e evoluo estelar foram ensinados a partir de experimentos clssicos em uma sala totalmente dedicada ao Sol, a Sala Solar com equipamentos de baixo custo. Os cursos enfatizaram atividades prticas, observacionais e questionadoras, como discusses sobre a natureza do Sol, manchas solares e proeminncias, estimativas da temperatura da fotosfera, observao do espectro solar na regio do visvel e identificao das linhas de absoro entendendo como so produzidas e que tipo de informaes podem ser extradas a partir delas. O objetivo do curso do ensino fundamental foi mostrar que o Sol um astro dinmico e que influencia a Terra de diversas maneiras, alm de contextualizar o contedo ensinado com atividades prticas. O objetivo do curso do ensino mdio foi compreender o papel chave desempenhado pela espectroscopia na astrofsica e permitir abordagens interdisciplinares incluindo fsica moderna e qumica no ensino de Astronomia. A metodologia de pesquisa consistiu de uma abordagem qualitativa com a realizao de questionrios escritos, entrevistas semi-estruturadas e filmagens. Antes dos cursos, muitos alunos concebiam o Sol como sendo uma esfera quente de fogo, as manchas solares como sendo buracos no Sol e as proeminncias como magma expelido por vulces. Aps a realizao dos cursos os alunos apresentaram idias sobre o Sol e aspectos de fsica solar mais prximas das aceitas hoje em dia pela comunidad e cientfica. Esta pesquisa no ficou restrita aos ganhos cognitivos dos alunos aps a realizao dos mini-cursos, pois considerou a interao de diferentes contextos responsveis pela aprendizagem em museus de cincias. Isso foi possvel pelo referencial terico adotado: o Modelo Contextual de Aprendizagem de Falk e Dierking. Trabalhar contedos astronmicos de forma interdisciplinar e ao mesmo tempo de maneira ativa e questionadora traz alguns desafios para as equipes de instituies como o Observatrio. As atividades elaboradas nos centros de cincias devem ter como principal objetivo despertar o interesse do aprendiz pela cincia, mas tambm destacamos a necessidade da oferta de mini-cursos para voluntrios, pois a linguagem, contedos e metodologias em atividades mais longas podem facilitar abordagens interdisciplinares e integradoras da Astronomia com outras reas do conheciment o cientfico pouco exploradas nas salas de aula. Isso pode ocorrer quando o projeto pedaggico da escola construdo coletivame nte, envolvendo museus de cincias, professores, escola e alunos buscando conciliar propostas de um ensino de cincias que considere o contexto fora da escola e que ao mesmo tempo tenha relao com o que o aluno est estudando em sala de aula. \end_layout \begin_layout Standard \end_layout \begin_layout Standard \paragraph_spacing single Palavras-chave: museus de cincias, Sol, educao no formal, ensino de astronomia, espectro solar \end_layout \begin_layout Standard \begin_inset ERT status open \begin_layout Standard \backslash thispagestyle{empty} \end_layout \end_inset \end_layout \begin_layout Standard \newpage \end_layout \begin_layout Standard \InsetSpace ~ \end_layout \begin_layout Standard \lang english \begin_inset ERT status open \begin_layout Standard \backslash thispagestyle{empty} \end_layout \end_inset \end_layout \begin_layout Standard \lang english \begin_inset ERT status open \begin_layout Standard \backslash thispagestyle{empty} \end_layout \end_inset \end_layout \begin_layout Standard \newpage \end_layout \begin_layout Standard \begin_inset ERT status open \begin_layout Standard \backslash thispagestyle{empty} \end_layout \end_inset \end_layout \begin_layout Standard \align center \size largest Abstract \end_layout \begin_layout Standard \paragraph_spacing single AROCA S. C. \series bold Teaching solar physics in an informal educational space \series default . 2008. Thesis (Doctorate) - Instituto de Fsica de So Carlos, Universidade de So Paulo, So Carlos, 2009. \newline \end_layout \begin_layout Standard \paragraph_spacing single Observatories and planetariums offer the possibility of developing contextualize d astronomy and science teaching by fostering educational activities that provide access to a more authentic school science. Thus, this research consisted in developing, applying and evaluating courses about the Sun for middle, junior high school students and solar physics for high school students in an informal educational space, the CDCC/USP Astronomical Observatory. Topics of chemical composition, temperature and stellar evolution were taught in a room totally dedicated to the study of the Sun, a Solar Room, designed with simple and inexpensive equipment. The course strongly emphasized practical, observational and inquiry-based activities, such as estimation of the solar surface temperature, observation of the visible solar spectrum, identification of solar absorption lines, understanding how they are produced, and what kind of information can be extracted from the observed spectral lines. Some of the course goals were to foster the comprehension of the key role played by spectroscopy in astrophysics, to contextualize contents with practical activities, and to allow interdisciplinary approaches including modern physics and chemistry in physics teaching. The research methodology consisted of a qualitative approach by filming the whole course and performing written questionnaires and semi-structured interviews. Before the courses were applied most students conceived the Sun as a hot sphere composed of fire, sunspots as holes in the Sun and solar prominences as magma expelled by volcanoes. After the courses students presented ideas about the Sun and solar physics more closely related to the ones accepted by contemporary science. This research was not restricted to students cognitive gains after concluding the courses, since it considered the interaction of different contexts responsible for learning in science museums. This was possible due to the theoretical framework adopted: The Contextual Model of Learning of Falk and Dierking. Some challenges have to be faced by institutions such as the Astronomical Observatory in order to teach astronomy in an interdisciplinary form and with inquiry-based activities The activities developed at science centers must have as their main objective to motivate the public towards science, but it is also important to offer courses for volunteers, since language, contents and methodologies in longer activities can facilitate interdisciplinar y approaches of Astronomy with other areas of scientific knowledge seldom explored in classrooms. This can happen when the schools educational project is collectively construct ed including science museums, teachers, school and students by seeking to enhance teaching proposals that consider the out of school context and is related to contents taught in the classroom. \end_layout \begin_layout Standard \end_layout \begin_layout Standard \paragraph_spacing single Keywords: science centers, Sun, informal education, astronomy teaching, solar spectrum \end_layout \begin_layout Standard \begin_inset ERT status open \begin_layout Standard \backslash thispagestyle{empty} \end_layout \end_inset \end_layout \begin_layout Standard \newpage \end_layout \begin_layout Standard \InsetSpace ~ \end_layout \begin_layout Standard \lang english \begin_inset ERT status open \begin_layout Standard \backslash thispagestyle{empty} \end_layout \end_inset \end_layout \begin_layout Standard \lang english \begin_inset ERT status open \begin_layout Standard \backslash thispagestyle{empty} \end_layout \end_inset \end_layout \begin_layout Standard \newpage \end_layout \begin_layout Standard \begin_inset ERT status open \begin_layout Standard \backslash thispagestyle{empty} \end_layout \end_inset \end_layout \begin_layout Standard \begin_inset ERT status open \begin_layout Standard \backslash setlength{ \backslash baselineskip}{22pt} \end_layout \begin_layout Standard \backslash fancyhead[LE,RO]{} \end_layout \begin_layout Standard \backslash fancyhead[LO,RE]{} \end_layout \begin_layout Standard \backslash renewcommand{ \backslash headrulewidth}{0.0pt} \end_layout \begin_layout Standard \backslash thispagestyle{empty} \backslash addtocontents{toc}{ \backslash protect \backslash thispagestyle{empty}} \backslash listoffigures \end_layout \begin_layout Standard \backslash thispagestyle{empty} \backslash addtocontents{lof}{ \backslash protect \backslash thispagestyle{empty}} \backslash thispagestyle{empty} \end_layout \end_inset \end_layout \begin_layout Standard \begin_inset ERT status open \begin_layout Standard \backslash thispagestyle{empty} \end_layout \end_inset \end_layout \begin_layout Standard \newpage \end_layout \begin_layout Standard \begin_inset ERT status open \begin_layout Standard \backslash thispagestyle{empty} \end_layout \end_inset \end_layout \begin_layout Standard \begin_inset ERT status open \begin_layout Standard \backslash thispagestyle{empty} \backslash addtocontents{toc}{ \backslash protect \backslash thispagestyle{empty}} \backslash listoftables \end_layout \begin_layout Standard \backslash thispagestyle{empty} \backslash addtocontents{lof}{ \backslash protect \backslash thispagestyle{empty}} \backslash thispagestyle{empty} \end_layout \end_inset \end_layout \begin_layout Standard \begin_inset ERT status open \begin_layout Standard \backslash thispagestyle{empty} \end_layout \end_inset \end_layout \begin_layout Standard \newpage \end_layout \begin_layout Standard \begin_inset ERT status open \begin_layout Standard \backslash setlength{ \backslash baselineskip}{22pt} \end_layout \begin_layout Standard \backslash thispagestyle{empty} \end_layout \begin_layout Standard \backslash fancyhead[LE,RO]{} \end_layout \begin_layout Standard \backslash fancyhead[LO,RE]{} \end_layout \begin_layout Standard \backslash renewcommand{ \backslash headrulewidth}{0.0pt} \end_layout \begin_layout Standard \backslash addtocontents{toc}{ \backslash protect \backslash thispagestyle{empty}} \backslash tableofcontents \end_layout \begin_layout Standard \backslash thispagestyle{empty} \backslash addtocontents{lof}{ \backslash protect \backslash thispagestyle{empty}} \backslash thispagestyle{empty} \end_layout \begin_layout Standard \backslash addtocontents{lof}{ \backslash protect \backslash thispagestyle{empty}} \backslash thispagestyle{empty} \end_layout \begin_layout Standard \end_layout \end_inset \end_layout \begin_layout Standard \newpage \end_layout \begin_layout Standard \begin_inset ERT status open \begin_layout Standard \backslash fancyhead[LE,RO]{ \backslash thepage} \end_layout \begin_layout Standard \backslash fancyhead[LO,RE]{ \backslash slshape \backslash leftmark} \end_layout \begin_layout Standard \backslash renewcommand{ \backslash headrulewidth}{0.1pt} \end_layout \begin_layout Standard \backslash setlength{ \backslash baselineskip}{28pt} \end_layout \end_inset \end_layout \begin_layout Section Introduo \end_layout \begin_layout Standard O trabalho apresentado nesta pesquisa decorrente de mais de dezesseis anos de envolvimento da autora com Astronomia e o ensino da Astronomia, sendo \end_layout \begin_layout Enumerate \end_layout \end_body \end_document