<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012022000100206</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v44i1.53678</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A escola vai ao museu(!)(?): um olhar de coordenadores pedagógicos e da gestão educacional de Uberaba, Minas Gerais]]></article-title>
<article-title xml:lang="es"><![CDATA[(¿)(¡)La escuela va al museo(!)(?): una visión de los coordinadores pedagógicos y la gestión educativa en Uberaba, Minas Gerais]]></article-title>
<article-title xml:lang="en"><![CDATA[The school goes to the museum(!)(?): a view of pedagogical coordinators and educational management in Uberaba, Minas Gerais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pires]]></surname>
<given-names><![CDATA[Bruno Inácio da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Colombo Junior]]></surname>
<given-names><![CDATA[Pedro Donizete]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Triângulo Mineiro Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Uberaba Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>44</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012022000100206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012022000100206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012022000100206&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. A educação escolar, comumente chamada de Educação Formal (EF), invariavelmente, carece de apoio para que se alinhe aos desafios do mundo contemporâneo, globalizado, interativo e tecnológico. A Educação Não Formal (ENF), representada em uma de suas vertentes pelos museus, apresenta-se como uma forte aliada em termos de desenvolvimento de habilidades que de fato culminem em uma perspectiva educacional humanizada e interacionista, parceira da EF. Esta pesquisa investigou a percepção de coordenadores pedagógicos e da gestora do Departamento de Educação Fundamental (DEF) da cidade de Uberaba, Minas Gerais, sobre a aproximação entre a EF e a ENF, em particular na relação escola-museu. Adotamos como aporte teórico-metodológico de pesquisa a Análise de Conteúdo, segundo Laurence Bardin. Utilizamos contribuições teóricas da pesquisa exploratória com a realização de entrevista semiestruturada com a gestora do DEF e aplicação de questionários estruturados com os coordenadores pedagógicos desse segmento. Os resultados demonstram que há um longo caminho a ser percorrido no sentido de alinhar as ações desenvolvidas pelas escolas em aproximação didático-pedagógica com os museus da cidade. Outra constatação evidenciou o desconhecimento por parte dos coordenadores pedagógicos sobre os museus locais, apesar de compreenderem a importância de uma aproximação com a escola. Espera-se que as reflexões trazidas por esta pesquisa possam contribuir para a concretização de um diálogo mais profícuo entre escolas e museus, em especial no âmbito do Ensino Fundamental II.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. La educación escolar, comúnmente llamada Educación Formal (EF), carece invariablemente de apoyo para alinearse con los desafíos del mundo contemporáneo, globalizado, interactivo y tecnológico. La educación no formal (ENF), representada en uno de sus aspectos por los museos, se presenta como un fuerte aliado en términos de desarrollo de habilidades que en realidad culmina en una perspectiva educativa humanizada e interaccionista, un socio de EF. Esta investigación investigó la percepción de los coordinadores pedagógicos y el gerente del Departamento de Educación Fundamental (DEF) en la ciudad de Uberaba, Minas Gerais, acerca de la aproximación entre PE y ENF, particularmente en la relación escuela-museo. Adoptamos el análisis de contenido como una contribución teórica y metodológica, según Laurence Bardin. Utilizamos contribuciones teóricas de la investigación exploratoria con una entrevista semiestructurada con el gerente de DEF y cuestionarios estructurados con los coordinadores pedagógicos de este segmento. Los resultados demuestran que hay un largo camino por recorrer para alinear las acciones desarrolladas por las escuelas en un enfoque didáctico-pedagógico con los museos de la ciudad. Otro hallazgo evidenció la falta de conocimiento por parte de los coordinadores pedagógicos sobre los museos locales, a pesar de comprender la importancia de una aproximación con la escuela. Se espera que las reflexiones aportadas por esta investigación puedan contribuir a la realización de un diálogo más fructífero entre escuelas y museos, especialmente dentro del alcance de Educación Primaria II.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. School education, commonly called Formal Education (FE), invariably lacks support to align with the challenges of the contemporary, globalized, interactive and technological world. Non-Formal Education (NFE), represented in one of its aspects by museums, presents itself as a strong ally in terms of skill development that actually culminates in a humanized and interactionist educational perspective, a partner of FE. This research investigated the perception of pedagogical coordinators and the manager of the Department of Elementary Education (DEE) in the city of Uberaba, Minas Gerais, about the approach between FE and NFE, particularly in the school-museum relationship. We adopted Content Analysis as a theoretical and methodological contribution, according to Laurence Bardin. We used theoretical contributions from exploratory research with a semi-structured interview with the DEE manager and structured questionnaires with the pedagogical coordinators of this segment. The results demonstrate that there is a long way to go in order to align the actions developed by the schools in didactic-pedagogical approach with the museums of the city. Another finding evidenced the lack of knowledge on the part of the pedagogical coordinators about the local museums, despite understanding the importance of an approach with the school. It is hoped that the reflections brought by this research can contribute to the realization of a more fruitful dialogue between schools and museums, especially within the scope of Elementary Education II.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação formal]]></kwd>
<kwd lng="pt"><![CDATA[educação não formal]]></kwd>
<kwd lng="pt"><![CDATA[ensino fundamental II]]></kwd>
<kwd lng="es"><![CDATA[educación formal]]></kwd>
<kwd lng="es"><![CDATA[educación no formal]]></kwd>
<kwd lng="es"><![CDATA[educación primaria II]]></kwd>
<kwd lng="en"><![CDATA[formal education]]></kwd>
<kwd lng="en"><![CDATA[non-formal education]]></kwd>
<kwd lng="en"><![CDATA[elementary education II]]></kwd>
</kwd-group>
</article-meta>
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