Contribuições para mediações acessíveis em museus: a experiência como fundamento da educação

• Autor(a) principal: Lucena, Dhara Côrte de
• Data de Publicação: 2021
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/32249
• topic: CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES::FUNDAMENTOS E CRITICA DAS ARTES::CRITICA DA ARTE; Arte-educação; Educativo de museus; Experiência estética; Saber da experiência; Acessibilidade; Art education; Museum education; Aesthetic experience; Knowledge from experience; Accessibility

This research aimed, on the one hand, to establish a dialogue between the concepts of knowledge from experience proposed by Jorge Larrosa and aesthetic experience proposed by John Dewey, and, on the other hand, to expose the possibilities of thinking about accessible mediations in museums from the perspective of experience, mainly considering communication beyond the verbal expression, which make up the relationships of affection and point to the need to pay attention to a longer time to think and feel. We made room for the knowledge of aesthetic experience through the presentation of a new understanding of ourselves, as homo sapiens-demens — mad and wise — and the demonstration of how we have reached an impoverishment of experience. And, based on the experiences I had in the Faça Memórias project — an art therapy project for elderly women with dementia at the museum — and also on the experience reported in an interview given by the Coordinator of Inclusive Educational Programs of the Pinacoteca do Estado de São Paulo — Gabriela Aidar – , we tried to demonstrate, starting these studies that could be expanded in the future, the importance of thinking about education from the perspective of experience, in view of accessibility and inclusion in museums