THREE BRAZILIAN MUSEUMS AND THE ATTENDANCE AT SCHOOLS (1890-1934): PEDAGOGIUM, MUSEU DO IPIRANGA, MUSEU NACIONAL

• Autor(a) principal: Braghini, Katya
• Data de Publicação: 2023
• Outros Autores: Silva , Camila Marchi da, Piñas, Raquel Quirino
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/6587
• topic: educação em museus; ensino em museus; história do ensino das ciências; história dos museus; education in museums; teaching in museums; history of science teaching; history of museums

In different definitions of museums over time, it is possible to see their educational function, even because the act of exhibiting collections already has the intrinsic intent to educate their visitors. This article intends to reflect on this historical, educational character of museums. In this case, it seeks to present a debate on different forms of citizen education, privileging service to the school public, at the end of the 19th century and the beginning of the 20th century, in three institutions that were symbols of the period of expansionism of museums in Brazil: Pedagogium (RJ), the Museu do Ipiranga (SP), the Museu Nacional (RJ). It seeks to investigate how this relationship happened, showing that this educational action is formalized within the limits of the character of the museum and its collections but that it is also dialogically structured by the knowledge it has of innovative pedagogical references, according to legal and educational purposes. The documentation accompanies legislation pertinent to the educational area, normative documents referring to museums, scientific and dissemination journals produced by the institutions themselves, reports, requirements, letters, and scientific catalogs, among others. It was seen that the institutions have practices for serving the school public, aligning themselves with educational determinations and innovative pedagogical precepts in each of the contexts. It is also possible to point out the limits and practices of those responsible through their scientific role or in the face of symbolic and political challenges specific to each of the institutions studied.