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A natureza da pedagogia nos museus: a realidade portuguesa - procura e identificaĆ§Ć£o de modelos
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Abstract(s)
A importĆ¢ncia e o interesse da educaĆ§Ć£o nos museus, para a formaĆ§Ć£o dos indivĆduos, justificam a necessidade de ser abordada de forma sistemĆ”tica e atravĆ©s da experiĆŖncia metĆ³dica a questĆ£o da educaĆ§Ć£o nos museus, tambĆ©m referida como educaĆ§Ć£o museal.
Tomar conhecimento daquilo que jĆ” foi realizado na Ć”rea da educaĆ§Ć£o museal, parece-nos imprescindĆvel para melhor se determinar a que ponto se chegou neste campo da educaĆ§Ć£o e o que estĆ” ainda por realizar.
Ao longo do sĆ©culo XX, atĆ© Ć dĆ©cada de 80, foram sendo estabelecidas estratĆ©gias de comunicaĆ§Ć£o pelos serviƧos educativos dos museus, algumas das quais serviram de modelo a outros serviƧos educativos. No entanto, o trabalho desenvolvido por estes serviƧos de educaĆ§Ć£o parece depender da intuiĆ§Ć£o dos tĆ©cnicos da educaĆ§Ć£o nos museus e menos, assentar num conhecimento explĆcito. Tal facto baseia-se em vĆ”rias razƵes, nomeadamente devido a nĆ£o se recorrer a modelos teĆ³ricos para a concepĆ§Ć£o dos projectos educativos nos museus, a falta de cursos superiores especĆficos para a formaĆ§Ć£o de tĆ©cnicos de educaĆ§Ć£o naquelas instituiƧƵes, a precariedade da profissĆ£o daqueles que se dedicam Ć educaĆ§Ć£o nos museus, a posiĆ§Ć£o de subalternidade da educaĆ§Ć£o museal face a outras funƧƵes do museu, o desencontro entre a escola e o museu e o desinteresse dos polĆticos decisores pela educaĆ§Ć£o museal.
Estas sĆ£o algumas das questƵes abordadas no presente estudo, conjuntamente com outras, que vĆ£o no sentido de fazer um levantamento das problemĆ”ticas relativas Ć educaĆ§Ć£o nos museus, Ć luz de estudos jĆ” realizados neste Ć¢mbito, tanto noutros paĆses como em Portugal.
Para alĆ©m do estudo das teorias que envolvem a definiĆ§Ć£o do trabalho jĆ” existente nesta Ć”rea e estruturam os conhecimentos, recorreu-se ao contacto com os museus, no sentido de acompanhar o trabalho desenvolvido pelos profissionais dos serviƧos educativos. Procurou-se compreender uma realidade, a fim de se poder fazer um diagnĆ³stico que permitisse fazer um levantamento dos fenĆ³menos de educaĆ§Ć£o recorrentes. Uma vez levantados os elementos da observaĆ§Ć£o, foi-se ao encontro dos modelos, os quais contribuĆram para o desenvolvimento da teoria.
Abstract: The importance and value of education in museums also referred to as museum education, for the training of individuals, justify the need to be approached in a systematic way and through methodical experience. It seems necessary to take notice of what has been accomplished in the field of museum education, for better determine the extent to which we arrived at this field of education and what is still to be done. Throughout the twentieth century, until the 80's, there were been established communication strategies for the educational services of museums, some of which served as a model for other educational services. However, the work of these education services seems to depend on intuition of technical education leadership in museums and less, based on explicit knowledge. This fact is based on several reasons, especially because they do not rely on theoretical models for the design of educational projects in museums, the lack of specific higher education courses for the training of technical education in those institutions, the precariousness of the profession of those who are dedicated to education in museums, the subordinated position of museum education compared to other functions of the museum, the mismatch between the school and the museum and the disinterest of the political decision-makers for the museum education. These are some of the questions addressed in this study, together with others that go towards making a survey of the issues concerning education in museums, always looking for the references of previous studies in this area, both in other countries and Portugal. In addition to the study of theories involving the definition of the existing work in this area and structure the knowledge, there has been a direct contact with the museums, in order to follow the work of the professional educational services. We sought to understand a reality in order to be able to make a diagnosis that allows to survey the recurrent education phenomenon. Once collected the elements of observation, we went for the gathering of the models, which contributed to the development of the theory. Keywords: Museum, School, Heritage, Art, Museum Education, Teaching, Pedagogy, Theoretical Model of Museum Pedagogy, Museum-Instrument of Education.
Abstract: The importance and value of education in museums also referred to as museum education, for the training of individuals, justify the need to be approached in a systematic way and through methodical experience. It seems necessary to take notice of what has been accomplished in the field of museum education, for better determine the extent to which we arrived at this field of education and what is still to be done. Throughout the twentieth century, until the 80's, there were been established communication strategies for the educational services of museums, some of which served as a model for other educational services. However, the work of these education services seems to depend on intuition of technical education leadership in museums and less, based on explicit knowledge. This fact is based on several reasons, especially because they do not rely on theoretical models for the design of educational projects in museums, the lack of specific higher education courses for the training of technical education in those institutions, the precariousness of the profession of those who are dedicated to education in museums, the subordinated position of museum education compared to other functions of the museum, the mismatch between the school and the museum and the disinterest of the political decision-makers for the museum education. These are some of the questions addressed in this study, together with others that go towards making a survey of the issues concerning education in museums, always looking for the references of previous studies in this area, both in other countries and Portugal. In addition to the study of theories involving the definition of the existing work in this area and structure the knowledge, there has been a direct contact with the museums, in order to follow the work of the professional educational services. We sought to understand a reality in order to be able to make a diagnosis that allows to survey the recurrent education phenomenon. Once collected the elements of observation, we went for the gathering of the models, which contributed to the development of the theory. Keywords: Museum, School, Heritage, Art, Museum Education, Teaching, Pedagogy, Theoretical Model of Museum Pedagogy, Museum-Instrument of Education.
Description
Keywords
Museus - Aspectos educativos Museus e crianƧas Museus e escolas Museus - Actividades culturais Teses de mestrado - 2014