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Contributos dos museus de proximidade para a formação e inclusão de públicos escolares culturalmente diversificados [Documento eletrónico] : o estudo de caso do museu agrícola de Riachos, Torres Novas, Portugal
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Advisor(s)
Abstract(s)
O presente estudo pretende analisar as relações estabelecidas entre os museus de proximidade e as novas dinâmicas de integração da diversidade social e cultural. Mais especificamente, o estudo visa examinar os contributos do Museu Agrícola de Riachos (MAR), Torres Novas, para a formação e inclusão de públicos escolares culturalmente diversificados.
A nível teórico, o trabalho sustenta-se no cruzamento de três principais paradigmas considerados de maior relevância para a investigação a realizar, nomeadamente, o atual debate sobre a museologia social e os seus impactos nos processos de formação e de inclusão de públicos-alvo escolares culturalmente heterogéneos. Acresce-se, a teorização sobre os processos de integração local e, também, o papel da educação como mediador de inclusão.
A metodologia adotada nesta pesquisa, elege o método de estudo de caso que conjuga várias técnicas de investigação, designadamente: 1. pesquisa bibliográfica e documental; 2. observação participante; 3. Entrevistas com a Curadora e Professoras; 4. Setenta e quatro questionários dirigidos aos alunos do 3º e 4º anos.
Os resultados da pesquisa revelam a apropriação do património cultural através das atividades formativas, mostram que o discurso do Museu incentiva os alunos a aceitarem as diferenças étnicas e culturais. A forma como a Curadora do Museu e as Professoras concebem o conhecimento e a aprendizagem é determinante para o modo como os alunos aprendem. Conclui-se que o Museu promove atividades diversificadas para os públicos-alvo, privilegiando a articulação com conteúdos programáticos curriculares escolares, demonstrando que a participação dos alunos contribui para o seu desenvolvimento e inclusão social.
The present study aims to analyse the relationships established between local museums and new dynamics of integrating social and cultural diversity. More specifically, the study seeks to examine the contributions of the Museu Agrícola de Riachos (MAR), Torres Novas, to the education and inclusion of culturally diverse school audiences. At a theoretical level, the work is based on the intersection of three main paradigms considered most relevant to the research: the current debate on social museology and its impact on the educational and inclusion processes of culturally heterogeneous school audiences, the theorization of local integration processes, and the role of education as a mediator of inclusion. The methodology adopted in this research employs a case study method that combines various research techniques, namely: 1. Bibliographic and documental research; 2. Participant observation; 3. Interviews with the curator and teachers; 4. Seventy-four questionnaires directed at third and fourth-grade students. The research results reveal the appropriation of cultural heritage through educational activities, showing that the museum's discourse encourages students to accept ethnic and cultural differences. The way the museum's curator and the teachers conceive knowledge and learning is crucial to how students learn. It is concluded that the museum promotes diverse activities for the target audience, favouring the articulation with school curriculum content, demonstrates that student participation contributes to their development and social inclusion.
The present study aims to analyse the relationships established between local museums and new dynamics of integrating social and cultural diversity. More specifically, the study seeks to examine the contributions of the Museu Agrícola de Riachos (MAR), Torres Novas, to the education and inclusion of culturally diverse school audiences. At a theoretical level, the work is based on the intersection of three main paradigms considered most relevant to the research: the current debate on social museology and its impact on the educational and inclusion processes of culturally heterogeneous school audiences, the theorization of local integration processes, and the role of education as a mediator of inclusion. The methodology adopted in this research employs a case study method that combines various research techniques, namely: 1. Bibliographic and documental research; 2. Participant observation; 3. Interviews with the curator and teachers; 4. Seventy-four questionnaires directed at third and fourth-grade students. The research results reveal the appropriation of cultural heritage through educational activities, showing that the museum's discourse encourages students to accept ethnic and cultural differences. The way the museum's curator and the teachers conceive knowledge and learning is crucial to how students learn. It is concluded that the museum promotes diverse activities for the target audience, favouring the articulation with school curriculum content, demonstrates that student participation contributes to their development and social inclusion.
Description
Tese de Mestrado em Relações Interculturais, apresentada à Univrsidade Aberta
Keywords
Museus de proximidade Educação Diversidade cultural Património cultural Inclusão social Proximity museums Education Cultural diversity Cultural heritage Social inclusion