The school goes to the museum(!)(?): a view of pedagogical coordinators and educational management in Uberaba, Minas Gerais

• Autor(a) principal: Pires, Bruno Inácio da Silva
• Data de Publicação: 2021
• Outros Autores: Colombo Junior, Pedro Donizete
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Acta Scientiarum. Education (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/53678
• topic: formal education; non-formal education; elementary education II.; educación formal; educación no formal; educación primaria II.; educação formal; educação não formal; ensino fundamental II.

School education, commonly called Formal Education (EF), invariably lacks support to align with the challenges of the contemporary, globalized, interactive and technological world. Non-formal education (NFE), represented in one of its aspects by museums, presents itself as a strong ally in terms of skill development that actually culminates in a humanized and interactionist educational perspective, a partner of EF. This research investigated the perception of pedagogical coordinators and the manager of the Department of Fundamental Education (DEF) in the city of Uberaba, Minas Gerais, about the approximation between PE and ENF, particularly in the school-museum relationship. We adopted Content Analysis as a theoretical and methodological contribution, according to Laurence Bardin. We used theoretical contributions from exploratory research with a semi-structured interview with the DEF manager and structured questionnaires with the pedagogical coordinators of this segment. The results demonstrate that there is a long way to go in order to align the actions developed by the schools in didactic-pedagogical approach with the museums of the city. Another finding evidenced the lack of knowledge on the part of the pedagogical coordinators about the local museums, despite understanding the importance of an approximation with the school. It is hoped that the reflections brought by this research can contribute to the realization of a more fruitful dialogue between schools and museums, especially within the scope of Elementary Education II.