Atividade de aprendizagem em museus de ciências

Bibliographic Data

ID5823737
AuthorsAlessandra Fernandes Bizerra (0000-0002-2164-3350, corresponding author)
Year2009
Publication date2009-08-14
Peer ReviewedYes
Open AccessYes
TypeTHESIS
PublisherUniversidade de São Paulo. Agência de Bibliotecas e Coleções Digitais (PUBLISHER)
DOI10.11606/t.48.2009.tde-15092009-132843
OpenAlexW1555093827
LanguagePT
Citations received4
References cited23

The museums have in common the character of cultural heritage conservation and extroversion regardless of their kind and origin context.Although historically the social role of these institutions have been changing in power and reasons, a dimension becomes clear: the museums, the model known today, are educational spaces, organized with human knowledge historically constructed, shared and re-produced by active subjects.How do the museums lead this process, considering their audience as composed of individuals that give values and meanings to this heritage?Intending a discussion on understanding the social role of museums in terms of appropriation and re-production of culture, we used the historical-cultural approach, based on the ideas of Vygotsky, Leontiev and Davydov and we focused on the process of learning concepts and practices.With this choice, we aimed to understand how the learning activity is structured in science museums.We have assumed a priori that these institutions are places where the learning process is present but not necessarily the activity of learning.We distinguished, therefore, "learning" from "learning activity", considering that the latter should be investigated.An institution was chosen for analysis, the Biological Museum of Butantan Institute, and we tried to understand its long-term exhibition through a historical perspective.For this, we analyzed documents and institutional and personal collections related to science education and science communiation practices held by the Butantan Institute since its creation (1901).The macrocycles of expansive learning founded helped us to understand the current exhibition not only as a product of the anxieties and assumptions of the team of professionals involved, but as a result of activities developed in a whole century, which currently affect the interactions between audience and institution.On a higher level of scale, the analysis of cycles and microcycles of learning activity was developed by the point of view of visitors and monitors.For that, semi-structured interviews with museum explainers and visitor families were recorded on audio and video.The theoretical approaches used in this research, including the concept of "communities of practice", offered important tips for organizing the educational activities in science museums, especially related to the positioning of the museum object as mediator artifact.Elements such as the use of germ-cell models and inquiry situations, the selection of nuclear concepts and practices, the promoting of the ascending from abstract to concrete, the movement between actions and operations, the use of the proximal development zone, the social and semiotic mediation, were described as important for the professional praxis of museum educators.With the relationship between activity theory and learning in museums, it is expected that this research may contribute to the understanding of museums as "mediators" structures which facilitate the many possibilities of interaction between the individuals and culture

Appropriation · Archaeology · Art · Epistemology · Exhibition · Institution · Social science · Sociology · Visual arts · Animal and Plant Science Education · Environmental Sustainability and Education · History · Museums and Cultural Heritage

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