This article aims to understand how non-formal learning spaces can contribute to the linking of
scientific knowledge and tradition to the training of teachers who educate in the field in the elementary
teaching. It is sought to understand and reflect, through narratives of teachers of Ilha de Fora at
Curuçá/PA, how this connection can be conceived. This research is narrative, using the researchtraining as a guide and, therefore, also the Discursive Textual Analysis of Moraes and Galiazzi (2005)
as methodological support for analysis. My baseline is the theorists Morin (2001), Santos (2007), Silva
(2010) and Almeida (2017) who work with the urgency of knowing this subject in its inherent
complexity, turning their eyes both to the scientific field and to that of tradition; besides the discussion
of a holistic teacher training from the vision of Nóvoa (1994) and Imbernón (2011). Thus, by targeting
the teaching of science through scientific knowledge and tradition, it is possible to break the
standardized view of science which provides an important milestone in teacher training courses in the
field education from the perspective of non-formal teaching spaces.
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