Abstract
This article aims to reflect on research trends on non-formal education in astronomy through the analysis of national scientific events. In this state-of-the-art research, we use content analysis by Laurence Bardin and identify 328 papers presented in oral and panel communications. We analyzed this sample through five categories of analysis: Scientific Event; Year of publication; Region; Institution and Thematic Focus. Among the trends, research was presented in non-formal spaces, the use of technology and the approximation between formal and non-formal education through activities such as sky observations. As for the challenges, we identified few studies from the North, Northeast and Midwest. In addition, the history of indigenous, cultural and amateur astronomy, inclusion and astronomy is lacking research, showing that the area is still diffuse and needs closer ties between its various actors.
Highlights
The relentless pursuit of understanding celestial phenomena and the origin, evolution and destiny of the universe make astronomy one of the most captivating and emblematic sciences
We analyze the last five editions of the main Brazilian scientific events related to astronomy education
This diversity of institutions reinforces the complexity of non-formal astronomy education in Brazil, showing that its actors must work together in search of efficient results in all regions of the country
Summary
The relentless pursuit of understanding celestial phenomena and the origin, evolution and destiny of the universe make astronomy one of the most captivating and emblematic sciences. Curiosity and motivation for astronomical studies have led to various scientific theories and technological advances, placing astronomy among the most important sciences for human development. Even with this importance, we observe several problems in the teaching of astronomy inside and outside our schools. Langhi (2011), for example, analyzed several alternative conceptions about astronomical phenomena; Bretones and Compiani (2010) identified problems in teacher education and Yano (2017) noted the misuse of nonformal spaces of education. Many teachers, amateur astronomers, and enthusiasts work so that people can learn astronomy in schools and elsewhere through formal, non-formal, and informal education
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