Professores de educação de jovens e adultos e museus: percepções, usos e desusos

• Autor(a) principal: Vianna, Cátia Maria Souza de Vasconcelos
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10741
• topic: Young and Adult Education; Education and Museums; Teacher Continued Education; Educational Spaces and Museums; Life-Long Education; Educação de Jovens e Adultos; Educação e Museus; Formação Continuada de Professores; Espaços Educativos e Museus; Aprendizagens ao Longo da Vida; Educação; Museus; Educação de adultos; CNPQ::CIENCIAS HUMANAS::EDUCACAO

Due to the fact that meanings beyond schooling have fed and expanded the conceptual horizons of Young and Adult Education (EJA) over the last 20 years, that educational project has been viewed not only from the viewpoing of its compensatory and social equality promoting functions but also as a process of qualification. In this study, EJA is approached by means of a qualiquantitative method, aiming to capture conceptions and perceptions of museum spaces in Rio de Janeiro by observing 18 EJA teachers in six public schools of that municipality; to discover how those teachers use museum spaces while working with their students, as well as to determine the students´ identity as cultural practicioners in their personal lives while in fruition and leisure with or without pedagogical intentions. For this purpose, various methodological procedures were used, such as semi-structured questionnaires to be applied to teachers and students, and in-depth interviews with seven teachers. In addition to this, an online space was made available through a questionnaire addressed to all the 126 museums in town, so that they could share some of their experiences with the EJA young and adult audience as well as inform them about the possible services offered. Based on an ample and non-hierarchical conception of culture along the line of life-long education, the study addressed the issue of what conditions were required for EJA teachers and students to have access to the Rio museums, having cultural citizenship as a conceptual horizon. Discussions about museums and EJA subjects were also stimulated, with each actor being viewed through their potentiality and invention, within recursive and interacting processes that could bring forth inauguration and mutual (re)interpretation, both between institutions and among people and groups, in a culturally enriching process. In whatever context, cultural rights are confronted with areas of dispute: in a metropolis, it is not simple to bring together the right to cultural production, the right to access to culture, the right to memory without opening space for thinking out another possible city, in which all subjects may experience the autonomy which might subvert the space/time logic, in order to potentialize, in a network, sociocultural repertoires, in a dialogic and recursive perspective, with a view to human dignity