2026-04-142026-04-142026-02-26SANTOS, Luana Thaís Chucre dos. Espaços não formais de aprendizagem: os saberes interdisciplinares em movimento no ensino médio. Orientadora: Rosigleyse Corrêa de Sousa Felix. 2026. 47 f. Trabalho de Curso (Licenciatura em Ciências Biológicas) – Faculdade de Ciências Biológicas. Instituto de Estudos Costeiros, Campus Universitário de Bragança, Universidade Federal do Pará, Bragança-PA, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9450. Acesso em: .https://bdm.ufpa.br/handle/prefix/9450This course paper examines the role of non-formal learning spaces in Biology education, with emphasis on the pedagogical contributions of the Museu Paraense Emílio Goeldi (MPEG) to knowledge construction, environmental education, and the critical formation of high school students in the Amazonian context. Recognizing that classroom-based teaching alone presents limitations in articulating theory and practice, the study is grounded in the theoretical frameworks of non-formal education and meaningful learning, highlighting the complementary relationship between formal and non-formal educational spaces. The research adopts a qualitative, descriptive, and exploratory approach and was conducted with two third-year high school classes from a full-time public school in the municipality of Bragança, Pará, within the scope of the Institutional Scholarship Program for Teaching Initiation (PIBID). Data collection involved guided visits to the MPEG zoobotanical park, the application of questionnaires with open- and closed-ended questions, participant observation, and the production of reflective narratives by the students. Data analysis was carried out using descriptive quantitative procedures and content analysis. The results indicate that for most students, this experience represented their first contact with a museum environment, underscoring the school’s role in democratizing access to scientific and cultural resources. The visits promoted meaningful learning related to Amazonian biodiversity, environmental conservation, endangered species, and ecological relationships, while also fostering dialogue between scientific knowledge, local knowledge, and students’ lived experiences, particularly those of students from rural backgrounds. Additionally, the activities contributed to the development of environmental awareness, critical thinking, and student protagonism, as well as to the initial teacher training of the participating undergraduate students. It is concluded that non-formal learning spaces constitute powerful pedagogical strategies for Biology teaching, especially in the Amazonian context, as they enable contextualized, interdisciplinary, and socially meaningful educational practices. The integration of these spaces into educational processes broadens students’ understanding of curricular content, strengthens regional identity, and contributes to the formation of critical, environmentally conscious individuals committed to citizenship and environmental preservation.Acesso AbertoEnsino de BiologiaEducação não-formalMuseusConsciência ambientalAmazôniaBiology teachingNon-formal educationMuseumsEnvironmental awarenessAmazonCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil