A inclusão social através do acesso ao patrimônio, à cultura e à educação em espaços não formais

Este trabalho envolve planejamento, execução e avaliação de visitas guiadas ao Museu Nacional por parte de estudantes da rede pública do Rio de Janeiro. O referencial teórico considera o Modelo de John Falk com seus aspectos pessoal, físico e sociocultural como facilitadores da aprendizagem em museus. O principal objetivo é viabilizar o acesso ao patrimônio, à cultura e à educação em espaços não-formais a uma parcela da população oriunda de regiões periféricas e carentes de espaços culturais. Pretende-se também estabelecer o Museu Nacional como um espaço para a elaboração de aulas não- formais de química. Os questionários aplicados antes, durante e depois das visitas fornecem os dados para a avaliação do procedimento adotado e identificam diferenças, em função da escolaridade, entre alunos visitantes. Os resultados obtidos permitem concluir que o procedimento e a dinâmica desenvolvidos proporcionam ganhos afetivos e cognitivos ao público visitante e que o contexto físico do Museu Nacional favorece a elaboração de aulas não-formais de química, sobretudo para os alunos de nível médio.This article describes the planning, performance and assessment of guided visits at the National Museum for pupils in state schools in Rio de Janeiro. The theoretical basis was the personal, physical and socio-cultural approaches for facilitating learning in museums contained in the John Falk model. The main objective was to create access to heritage, culture and education in an informal environment for a section of the population that lives in marginal areas without cultural amenities. The aim was also to establish the National Museum as an informal space for teaching chemistry. Questionnaires completed before, during and after visits provided data that was used to assess the procedure and to identify differences between visiting pupils, based on their level of education. The results lead us to conclude that the procedure and dynamic applied in this program generated affective and cognitive benefits for the visitors, and that the physical environment of the National Museum is suitable for informal chemistry teaching, particularly for secondary school pupils.Ce travail présente la planification, l'exécution et l'évaluation des visites guidées au Musée National pour les étudiants du réseau public de Rio de Janeiro. Le référentiel théorique considère que le modèle de John Falk et ses aspects personnels, physiques et socioculturels apportent une aide à l'apprentissage dans les musées. L'objectif principal est de permettre l'accès au patrimoine, à la culture et à l'éducation dans des espaces informels, pour une partie de la population originaire de régions périphériques et dépourvues d'espaces culturels. On souhaite également que le Musée National devienne un espace de cours informels en chimie. Les questionnaires appliqués avant, pendant et après les visites fournissent les données permettant d'évaluer la procédure adoptée et d'identifier les différences entre les élèves visiteurs, en fonction de leur scolarité. Les résultats obtenus permettent de conclure que les procédures et la dynamique mises en œuvre contribuent à l’enrichissement affectif et cognitif des visiteurs et que le contexte physique du Musée National favorise l'élaboration de cours informels de chimie, surtout pour les élèves de niveau moyen.Este trabajo presenta la organización, la realización y la valoración de las visitas guiadas en el Museo Nacional realizadas para los estudiantes de la red pública de Río de Janeiro. El referente teórico considera el Modelo de John Falk con sus aspectos personales, físicos y socioculturales como facilitadores del aprendizaje en los museos. El principal objetivo es facilitar el acceso al patrimonio, a la cultura y a la educación en espacios informales a una parte de la población oriunda de las regiones periféricas y carentes de espacios culturales. También se pretende transformar el Museo Nacional en un espacio para la creación de aulas informales de química. Los cuestionarios entregados antes, durante y después de las visitas ofrecen los datos necesarios para la valoración del procedimiento adoptado e identifican las diferencias, en función de la escolaridad, entre los alumnos visitantes. Los resultados obtenidos permiten concluir que el procedimiento y la dinámica llevados a cabo son beneficiosos afectivamente y cognitivamente para los visitadores, y que el entorno físico del Museo Nacional favorece la creación de aulas informales de química, sobre todo para los alumnos de nivel medio

A inclusão social através do acesso ao patrimônio, à cultura e à educação em espaços não formais

Este trabalho envolve planejamento, execução e avaliação de visitas guiadas ao Museu Nacional por parte de estudantes da rede pública do Rio de Janeiro. O referencial teórico considera o Modelo de John Falk com seus aspectos pessoal, físico e sociocultural como facilitadores da aprendizagem em museus. O principal objetivo é viabilizar o acesso ao patrimônio, à cultura e à educação em espaços não-formais a uma parcela da população oriunda de regiões periféricas e carentes de espaços culturais. Pretende-se também estabelecer o Museu Nacional como um espaço para a elaboração de aulas não- formais de química. Os questionários aplicados antes, durante e depois das visitas fornecem os dados para a avaliação do procedimento adotado e identificam diferenças, em função da escolaridade, entre alunos visitantes. Os resultados obtidos permitem concluir que o procedimento e a dinâmica desenvolvidos proporcionam ganhos afetivos e cognitivos ao público visitante e que o contexto físico do Museu Nacional favorece a elaboração de aulas não-formais de química, sobretudo para os alunos de nível médio.This article describes the planning, performance and assessment of guided visits at the National Museum for pupils in state schools in Rio de Janeiro. The theoretical basis was the personal, physical and socio-cultural approaches for facilitating learning in museums contained in the John Falk model. The main objective was to create access to heritage, culture and education in an informal environment for a section of the population that lives in marginal areas without cultural amenities. The aim was also to establish the National Museum as an informal space for teaching chemistry. Questionnaires completed before, during and after visits provided data that was used to assess the procedure and to identify differences between visiting pupils, based on their level of education. The results lead us to conclude that the procedure and dynamic applied in this program generated affective and cognitive benefits for the visitors, and that the physical environment of the National Museum is suitable for informal chemistry teaching, particularly for secondary school pupils.Ce travail présente la planification, l'exécution et l'évaluation des visites guidées au Musée National pour les étudiants du réseau public de Rio de Janeiro. Le référentiel théorique considère que le modèle de John Falk et ses aspects personnels, physiques et socioculturels apportent une aide à l'apprentissage dans les musées. L'objectif principal est de permettre l'accès au patrimoine, à la culture et à l'éducation dans des espaces informels, pour une partie de la population originaire de régions périphériques et dépourvues d'espaces culturels. On souhaite également que le Musée National devienne un espace de cours informels en chimie. Les questionnaires appliqués avant, pendant et après les visites fournissent les données permettant d'évaluer la procédure adoptée et d'identifier les différences entre les élèves visiteurs, en fonction de leur scolarité. Les résultats obtenus permettent de conclure que les procédures et la dynamique mises en œuvre contribuent à l’enrichissement affectif et cognitif des visiteurs et que le contexte physique du Musée National favorise l'élaboration de cours informels de chimie, surtout pour les élèves de niveau moyen.Este trabajo presenta la organización, la realización y la valoración de las visitas guiadas en el Museo Nacional realizadas para los estudiantes de la red pública de Río de Janeiro. El referente teórico considera el Modelo de John Falk con sus aspectos personales, físicos y socioculturales como facilitadores del aprendizaje en los museos. El principal objetivo es facilitar el acceso al patrimonio, a la cultura y a la educación en espacios informales a una parte de la población oriunda de las regiones periféricas y carentes de espacios culturales. También se pretende transformar el Museo Nacional en un espacio para la creación de aulas informales de química. Los cuestionarios entregados antes, durante y después de las visitas ofrecen los datos necesarios para la valoración del procedimiento adoptado e identifican las diferencias, en función de la escolaridad, entre los alumnos visitantes. Los resultados obtenidos permiten concluir que el procedimiento y la dinámica llevados a cabo son beneficiosos afectivamente y cognitivamente para los visitadores, y que el entorno físico del Museo Nacional favorece la creación de aulas informales de química, sobre todo para los alumnos de nivel medio

Social inclusion through access to heritage culture and education in an informal environment

This article describes the planning, performance and assessment of guided visits at the National Museum for pupils in state schools in Rio de Janeiro. The theoretical basis was the personal, physical and socio-cultural approaches for facilitating learning in museums contained in the John Falk model. The main objective was to create access to heritage, culture and education in an informal environment for a section of the population that lives in marginal areas without cultural amenities. The aim was also to establish the National Museum as an informal space for teaching chemistry. Questionnaires completed before, during and after visits provided data that was used to assess the procedure and to identify differences between visiting pupils, based on their level of education. The results lead us to conclude that the procedure and dynamic applied in this program generated affective and cognitive benefits for the visitors, and that the physical environment of the National Museum is suitable for informal chemistry teaching, particularly for secondary school pupils.Ce travail présente la planification, l'exécution et l'évaluation des visites guidées au Musée National pour les étudiants du réseau public de Rio de Janeiro. Le référentiel théorique considère que le modèle de John Falk et ses aspects personnels, physiques et socioculturels apportent une aide à l'apprentissage dans les musées. L'objectif principal est de permettre l'accès au patrimoine, à la culture et à l'éducation dans des espaces informels, pour une partie de la population originaire de régions périphériques et dépourvues d'espaces culturels. On souhaite également que le Musée National devienne un espace de cours informels en chimie. Les questionnaires appliqués avant, pendant et après les visites fournissent les données permettant d'évaluer la procédure adoptée et d'identifier les différences entre les élèves visiteurs, en fonction de leur scolarité. Les résultats obtenus permettent de conclure que les procédures et la dynamique mises en œuvre contribuent à l’enrichissement affectif et cognitif des visiteurs et que le contexte physique du Musée National favorise l'élaboration de cours informels de chimie, surtout pour les élèves de niveau moyen.Este trabajo presenta la organización, la realización y la valoración de las visitas guiadas en el Museo Nacional realizadas para los estudiantes de la red pública de Río de Janeiro. El referente teórico considera el Modelo de John Falk con sus aspectos personales, físicos y socioculturales como facilitadores del aprendizaje en los museos. El principal objetivo es facilitar el acceso al patrimonio, a la cultura y a la educación en espacios informales a una parte de la población oriunda de las regiones periféricas y carentes de espacios culturales. También se pretende transformar el Museo Nacional en un espacio para la creación de aulas informales de química. Los cuestionarios entregados antes, durante y después de las visitas ofrecen los datos necesarios para la valoración del procedimiento adoptado e identifican las diferencias, en función de la escolaridad, entre los alumnos visitantes. Los resultados obtenidos permiten concluir que el procedimiento y la dinámica llevados a cabo son beneficiosos afectivamente y cognitivamente para los visitadores, y que el entorno físico del Museo Nacional favorece la creación de aulas informales de química, sobre todo para los alumnos de nivel medio

A inclusão social através do acesso ao patrimônio, à cultura e à educação em espaços não formais

This article describes the planning, performance and assessment of guided visits at the National Museum for pupils in state schools in Rio de Janeiro. The theoretical basis was the personal, physical and socio-cultural approaches for facilitating learning in museums contained in the John Falk model. The main objective was to create access to heritage, culture and education in an informal environment for a section of the population that lives in marginal areas without cultural amenities. The aim was also to establish the National Museum as an informal space for teaching chemistry. Questionnaires completed before, during and after visits provided data that was used to assess the procedure and to identify differences between visiting pupils, based on their level of education. The results lead us to conclude that the procedure and dynamic applied in this program generated affective and cognitive benefits for the visitors, and that the physical environment of the National Museum is suitable for informal chemistry teaching, particularly for secondary school pupils

Social inclusion through access to heritage culture and education in an informal environment

This article describes the planning, performance and assessment of guided visits at the National Museum for pupils in state schools in Rio de Janeiro. The theoretical basis was the personal, physical and socio-cultural approaches for facilitating learning in museums contained in the John Falk model. The main objective was to create access to heritage, culture and education in an informal environment for a section of the population that lives in marginal areas without cultural amenities. The aim was also to establish the National Museum as an informal space for teaching chemistry. Questionnaires completed before, during and after visits provided data that was used to assess the procedure and to identify differences between visiting pupils, based on their level of education. The results lead us to conclude that the procedure and dynamic applied in this program generated affective and cognitive benefits for the visitors, and that the physical environment of the National Museum is suitable for informal chemistry teaching, particularly for secondary school pupils

Visitas guiadas ao Museu Nacional: interações e impressões de estudantes da Educação Básica

Este trabalho envolve o planejamento, execução e avaliação de visitas guiadas ao Museu Nacional da Universidade Federal do Rio de Janeiro, por parte de alunos da rede pública do município do Rio de Janeiro. O referencial teórico considera o Modelo de John Falk, com seus aspectos pessoal, físico e sociocultural como facilitadores da aprendizagem em museus. O principal objetivo consistiu em analisar as visitas dos estudantes ao museu quanto à aprendizagem, motivação e ganhos afetivos. Procurou-se, também, estabelecer o Museu Nacional como um espaço para a elaboração de aulas não formais de química. Questionários foram aplicados antes, durante e depois das visitas. Os resultados obtidos permitiram concluir que o procedimento e a dinâmica desenvolvidos proporcionaram ganhos afetivos e cognitivos aos alunos visitantes, e que o contexto físico do Museu Nacional favorece a elaboração de aulas não formais de química, sobretudo para os alunos de nível Médio

Neotropical freshwater fisheries : A dataset of occurrence and abundance of freshwater fishes in the Neotropics

The Neotropical region hosts 4225 freshwater fish species, ranking first among the world's most diverse regions for freshwater fishes. Our NEOTROPICAL FRESHWATER FISHES data set is the first to produce a large-scale Neotropical freshwater fish inventory, covering the entire Neotropical region from Mexico and the Caribbean in the north to the southern limits in Argentina, Paraguay, Chile, and Uruguay. We compiled 185,787 distribution records, with unique georeferenced coordinates, for the 4225 species, represented by occurrence and abundance data. The number of species for the most numerous orders are as follows: Characiformes (1289), Siluriformes (1384), Cichliformes (354), Cyprinodontiformes (245), and Gymnotiformes (135). The most recorded species was the characid Astyanax fasciatus (4696 records). We registered 116,802 distribution records for native species, compared to 1802 distribution records for nonnative species. The main aim of the NEOTROPICAL FRESHWATER FISHES data set was to make these occurrence and abundance data accessible for international researchers to develop ecological and macroecological studies, from local to regional scales, with focal fish species, families, or orders. We anticipate that the NEOTROPICAL FRESHWATER FISHES data set will be valuable for studies on a wide range of ecological processes, such as trophic cascades, fishery pressure, the effects of habitat loss and fragmentation, and the impacts of species invasion and climate change. There are no copyright restrictions on the data, and please cite this data paper when using the data in publications

AMAZONIA CAMTRAP: A data set of mammal, bird, and reptile species recorded with camera traps in the Amazon forest

The Amazon forest has the highest biodiversity on Earth. However, information on Amazonian vertebrate diversity is still deficient and scattered across the published, peer-reviewed, and gray literature and in unpublished raw data. Camera traps are an effective non-invasive method of surveying vertebrates, applicable to different scales of time and space. In this study, we organized and standardized camera trap records from different Amazon regions to compile the most extensive data set of inventories of mammal, bird, and reptile species ever assembled for the area. The complete data set comprises 154,123 records of 317 species (185 birds, 119 mammals, and 13 reptiles) gathered from surveys from the Amazonian portion of eight countries (Brazil, Bolivia, Colombia, Ecuador, French Guiana, Peru, Suriname, and Venezuela). The most frequently recorded species per taxa were: mammals: Cuniculus paca (11,907 records); birds: Pauxi tuberosa (3713 records); and reptiles: Tupinambis teguixin (716 records). The information detailed in this data paper opens up opportunities for new ecological studies at different spatial and temporal scales, allowing for a more accurate evaluation of the effects of habitat loss, fragmentation, climate change, and other human-mediated defaunation processes in one of the most important and threatened tropical environments in the world. The data set is not copyright restricted; please cite this data paper when using its data in publications and we also request that researchers and educators inform us of how they are using these data