Crianças no templo das musas: mediadores culturais e aprendizagens em museus

Abstract

The museums, all over the world, have been growing and highlighting, over the last few decades, as new modalities of educational spaces. The activities directed to the public, along with educational actions, gained increasing space and importance inside the museums. Within this context emerged Heritage Education. The aim of the actions of Heritage Education, in a given prospect, is the Heritage itself and not the established relations between the subjects and the heritage. What I realized, in some projects and actions, is a detachment and a non-identification of the subject and the patrimonial property. Such fact motivated me to seek to understand how is the relation of the visiting subject with the museum and with the musealized objects, in other words, his reactions, reading processes, behaviors and emotions awaken and triggered by museums – in the case of this work, in children. We sought to investigate the position of the children of José Calil Ahouagi Municipal School, from two different perspectives of museums: the Murilo Mendes Art Museum and the Railway Museum. The methodological alternative chosen was qualitative approach of ethnographic inspiration. Chosen as investigation strategies were: participant observation, pictures, dialogues and the interpretation of the material produced by the children, derived from the visitation processes, such as photos, school works and letters. Prioritized the conceptual work proposed by Bakhtin about the mediations and pedagogical dialogues, associating it to the museum space and, along with this referential, dialogued with central authors by the reflection on the field of Education in Museums, such as Andreas Huyssen, Mario Chagas, Regina Abreu, Francisco Régis Lopes Ramos. By the end, I could diagnose that the children, by having the opportunity of knowing a space of culture and of memories, that is not always accessible to periphery children, such as museums, have visited them searching, permanently, for read its’ objects and the museum space itself, constituting explanatory and temporal logics for what they saw. The museum has become a space of discoveries, adventures, inventions and, specially, multiple and plural learnings.