School-Museum Relationship: School Influences in the Museum Approaches

• Autor(a) principal: Santos, Thiago da Silva
• Data de Publicação: 2020
• Outros Autores: Germano, Marcelo Gomes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2020v37n2p971

Science Museums are considered educational spaces with particularities that connect their perspectives to public policies of diffusion and popularization of sciences. But in countries like Brazil, where the culture of visitation to Museums of Sciences is not very strong, there is a great concentration of visitors belonging to the group of teachers and students of basic education, making the contact with general public difficult. This fact has attracted the attention of some researchers and favored the consolidation of studies and researches focusing on the Museum-School relation. In this article we present the results of a research that aimed to investigate the Museum-School relation taking into account the influence that the school public may exert in the museum activities. The qualitative research was based on the hypothesis of a possible process of schooling of the museums and, by means of semi-structured interviews directed to the coordinators and monitors of the mentioned spaces, it was applied to the context of the Living Museum of Science and the Energy Space in Campina Grande. The research intended to identify characteristic traces of this influence and, at the same time, to discuss the implications that this process may have in those educational spaces. The results pointed out that the presence of a mainly school public in museums changes the speeches of the monitors and coordinators so that the Museums of Sciences, theoretically oriented to attract a general public and dialogue with it, ends up adapting their behavior, practices and the structure of operation to formal education systems.