Museus e centros de ciência da região sudeste e educação formal: concepções de colaboração
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Data
2017-03-27
Autores
Silva, Jhonathan Junior da [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa buscou investigar as formas de concepção entre a possibilidade de articulação de museus e centros de ciência com os espaços de educação formal, mais precisamente a escola. Para isso, fez-se um levantamento junto ao guia “Centros e Museus de Ciência do Brasil – 2015” no qual foi feito uma seleção dentro da região sudeste de todos as instituições que se intitulavam como sendo um museu ou centro de ciência. Posteriormente, foi enviado eletronicamente um questionário com o objetivo de caracterizar essas instituições de acordo com algumas temáticas relacionadas aos museus e centros de ciência, tais como os tipos de atividades realizadas pela instituição, os principais objetivos, o perfil dos sujeitos que conduzem as atividades da instituição, o contingente de sujeitos que auxiliam nas atividades, se a instituição oferece cursos de formação para esses sujeitos e se existem atividades colaborativas entre o museu e a escola. Após a devolutiva do questionário por parte das instituições, foi feito um estudo de caso com duas instituições que atenderam aos critérios estabelecidos pelos pesquisadores. Uma entrevista semiestruturada foi realizada com um representante da coordenação e dois mediadores, um mais experiente e um menos experiente. Para a análise das entrevistas, foi utilizada a Análise de Discurso de linha francesa e os objetivos das análises eram de encontrar no discurso de coordenadores e mediadores uma concepção de colaboração entre os espaços de educação formal e os museus e centros de ciência. A partir das análises foi observado que as instituições possuem concepções distintas com relação aos processos de colaboração entre museu e escola. Os dados além de terem permitido encontrar essas duas concepções, forneceu elementos importantes para a caracterização dos museus e centros de ciência da região sudeste.
The present research sought to investigate the forms of conception between the possibility of articulation of museums and science centers with the spaces of formal education, more precisely the school. For that, a survey was made with the guide “Centros e Museus de Ciência do Brasil – 2015” in which a selection was made within the southeast region of all the institutions that were titled as a museum or science center. Subsequently, a questionnaire was sent electronically with the purpose of characterizing these institutions according to some themes related to museums and science centers, such as the types of activities carried out by the institution, the main objectives, the profile of the subjects conducting the activities Institution, the contingent of subjects that help in the activities, if the institution offers training courses for these subjects and if there are collaborative activities between the museum and the school. After the questionnaire was returned by the institutions, a case study was done with two institutions that met the criteria established by the researchers. A semi-structured interview was carried out with a representative of the coordination and two mediators, one more experienced and one less experienced. For the analysis of the interviews, French Speaking Discourse Analysis was used and the objectives of the analyzes were to find in the discourse of coordinators and mediators a conception of collaboration between the spaces of formal education and the museums and centers of science. From the analyzes it was observed that the institutions have different conceptions regarding the processes of collaboration between museum and school. The data, besides allowing to find these two conceptions, provided important elements for the characterization of the museums and science centers of the southeast region.
The present research sought to investigate the forms of conception between the possibility of articulation of museums and science centers with the spaces of formal education, more precisely the school. For that, a survey was made with the guide “Centros e Museus de Ciência do Brasil – 2015” in which a selection was made within the southeast region of all the institutions that were titled as a museum or science center. Subsequently, a questionnaire was sent electronically with the purpose of characterizing these institutions according to some themes related to museums and science centers, such as the types of activities carried out by the institution, the main objectives, the profile of the subjects conducting the activities Institution, the contingent of subjects that help in the activities, if the institution offers training courses for these subjects and if there are collaborative activities between the museum and the school. After the questionnaire was returned by the institutions, a case study was done with two institutions that met the criteria established by the researchers. A semi-structured interview was carried out with a representative of the coordination and two mediators, one more experienced and one less experienced. For the analysis of the interviews, French Speaking Discourse Analysis was used and the objectives of the analyzes were to find in the discourse of coordinators and mediators a conception of collaboration between the spaces of formal education and the museums and centers of science. From the analyzes it was observed that the institutions have different conceptions regarding the processes of collaboration between museum and school. The data, besides allowing to find these two conceptions, provided important elements for the characterization of the museums and science centers of the southeast region.
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Palavras-chave
Museus e centros de ciência, Concepções de colaboração, Mediação, Educação formal, Museums and science centers, Conceptions of collaboration, Mediation, Formal education