Aprendizagem histórica e emancipação: educação museal no Brasil

Abstract

This work aims to investigate the relation between Museum Education and Historical Learning in Museums. Museum education workers and history teachers were the research subjects. In general, history teachers prefer to make pedagogical use of museums for representations and possible interactions with the content presented in class. However, museums have in their basis an educational role that must be apprehended through their discoursive peculiarity. Museum workers, as well as teachers, may choose to act either reproducing institutional narratives or encouraging the creation of metanarratives together with the public, subverting the expository discourse. More than decodifying institutional knowledge, this thesis supports the conception of Museum Education as a path of autonomy for individuals. We use fundamental concepts and definitions, as, for instance, Historical Learning, coined by Jörn Rüsen, and Museum Education, stablished according to the parameters of the National Museum Education Policy (2017). The postulates from the Emancipatory Education by Paulo Freire are present in all the work. A qualitative method was used with interviews, focal groups and field research observations in museums in São Paulo and Rio de Janeiro. At the same time, official documents about History Teaching and Museum Education were analyzed and a bibliographical review was made about the theme. The results aim at an overview of the discourses created by museums and educators, serving Historical Learning along with the formulation of a Theory of Museum Education in Historical Museums.