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1
Yount, Katherine. "A Collaborative Affair: The Building of Museum and School Partnerships." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30532/.
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This study examined two art museum and school partnerships in order to learn how partnerships enable an integration of goals, participants' beliefs and values, and learning objectives. This study examined the partnerships through a social constructivist lens and used narrative analysis as way to interpret participants' stories about collaboration. The research found three major themes among participants' stories. Participants: a) valued good communication to establish relationships between partners, b) believed partnership offered students experiences that educated the whole person, and c) felt that students making meaning by interacting in the museum environment was an indicator of success. The study closes with discussion of the researchers' own constructions as they developed throughout the study.
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Alhadi, Esameddin. "Transforming school museum partnership the case of the University of Flordia Harn Museum Teacher Institute /." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1214496613.
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Winterbotham, Nick. "Museums and schools : developing services in three English counties, 1988-2004." Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421903.
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CAZELLI, SIBELE. "SCIENCE, CULTURE, MUSEUMS, YOUNG PEOPLE AND SCHOOLS: WHAT ARE THE RELATIONS?" PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7122@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRONo contexto atual, muitos autores insistem em que a promoção da cultura seja desenvolvida por uma rede de instâncias culturais. Os museus vêm ocupando lugar de destaque nesta rede. Os objetivos deste estudo estão relacionados à investigação dos efeitos de algumas características associadas aos jovens e a seu entorno, tanto familiar como escolar, nas chances de acesso a museus ou instituições culturais afins. Mais especificamente a intenção é explorar o potencial explicativo dos capitais econômico, social e cultural no aumento ou diminuição destas chances. Para a realização do estudo, um questionário contextual auto-administrado foi submetido a 2.298 alunos de 8ª série do ensino fundamental, em uma amostra probabilística de 48 escolas, municipais e particulares, situadas no município do Rio de Janeiro. O instrumento buscou investigar, de modo geral, características sociodemográficas e, de forma detalhada, o padrão de acesso a museus. Foram privilegiados aspectos que pudessem dar conta, principalmente de práticas familiares de mobilização de recursos materiais e simbólicos junto aos jovens. Como o acesso a museus está associado a ações de professores e escolas, foi elaborado um questionário contextual auto-administrado para os profissionais diretamente envolvidos com a organização de visita. A análise dos dados coletados foi baseada na aplicação de um modelo de regressão. No contexto familiar, os resultados indicam que as diferentes formas do capital cultural, combinado com o capital social entrelaçado nas relações familiares, têm particular relevância no aumento das chances de acesso a museus. No contexto escolar, o acesso às instituições museológicas possui particularidades relacionadas à rede de ensino.
At present, many authors insist that cultural promotion is to be developed by a net of institutions. Museums occupy an important place in this net. The aims of this work are related to the research of the effects of some aspects of young people and their family and school backgrounds, regarding the access to museums or similar institutions. The further aim is to explore the potential of economic, social and cultural capitals in increasing or reducing these chances. For this study, a self-administered questionnaire was submitted to 2.298 students of the 8th grade of elementary schools, comprising 48 public and private schools within the City of Rio de Janeiro. The questionnaire sought to evaluate, in general, sociodemographic characteristics and, in detail, standard access to museums. The study examines family action on using material and symbolical resources together with the students. Since access to museums involves teachers` and schools` actions, a self- administered questionnaire was made up for the staff directly responsible for the visits. Data analysis was based upon the application of a regression model. In family background, results indicate that different forms of cultural capital, together with social capital in family relations, have special importance in increasing chances of access to museums. In school background, the access to such institutions is closely related to the different school systems.
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Buffington, Melanie L. "Using the internet to develop students' critical thinking skills and build online communitites of teachers a review of research with implications for museum education /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1092187119.
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Eggemeyer, Valerie. "Art Museum Resources and Teacher Use." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5285/.
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I proposed that both Bruner's (1963) idea of the spiral curriculum and Yenawine's (1992) theories of teaching for visual literacy in the museum set the stage for significant learning for students when used together. If school teachers lay a foundation of knowledge about a museum object, especially through museum resources, then the student may transform and apply this 'prior knowledge' (explicit memories from the classroom) while on the museum visit tour. When docents utilize Yenawine's (1992) methods toward the goal of visual literacy, the semantic knowledge of the classroom is then fused with museum learning, building stronger memories and facilitating deeper understanding as students learn about museum objects. This research explored the correlation of these two theories in a qualitative manner based on observations of actual museum visit preparation in classrooms in Casper, Wyoming, and how it related to a museum tour at the Nicolaysen Art Museum and Discovery Center. The research revealed that conditions do exist within the community that would facilitate Bruner's (1963) idea of a learning spiral, yet not in the manner envisioned. The observed conditions toward a spiral was accomplished through the participant teachers relating the museum exhibit to their operational curriculum in a variety of curricular areas, such as language arts and science, when docents related the tour to classroom learning, and not through museum resources or Yenawine's (1992) methods toward increasing visual literacy, as was previously considered.
7
Badran, Arwa. ""Archaeological Museums and Schools : Teaching Primary-Aged Children about the Past in Jordan." Thesis, University of Newcastle upon Tyne, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525065.
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Liu, Wan-Chen. "An exploratory, descriptive study of art museum educators' attitudes in regard to art museum-elementary school collaboration." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0028/NQ38931.pdf.
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Mathewson, Donna School of Art Education UNSW. "A socio-cognitive model for learning in art museums: establishing a foundation for cultural practice in the secondary school years." Awarded by:University of New South Wales. School of Art Education, 2006. http://handle.unsw.edu.au/1959.4/27295.
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This doctoral investigation examines educational relationships between museums and schools, and more specifically between art museums and secondary art education. The author's analysis of literature pertaining to museum/school relationships and previous research conducted within Honours research establishes systematic contradictions as permeating the public role of museums and educational engagements with museums. In seeking explanation, a theoretical framework, derived from the social theories of Pierre Bourdieu is developed. The framework is used to interrogate the practices of school-based art education and art museums, and the agents involved, to examine how social relations operate to enable and constrain the representation and engagement of secondary school-based perspectives in the museum setting. Aspects that have previously remained unacknowledged are examined to reveal the interplay of factors that influence educational experiences in the art museum setting. Using the findings from the first stage of the analysis, in concert with the Bourdieuan framework, the author develops a model for learning in art museums that explores and articulates a new pedagogical terrain in the art educational use of art museums. A socio-cognitive framework is developed to reflect the strategic incorporation of museological knowledge, contemporary art education philosophies and practices and sociological theory. The aims of the model are to engage secondary art education and art museums using a sociological perspective, provide the tools for secondary art educators to be autonomous in the art museum setting, recognize that individuals relate to cultural materials and experiences in varying and multiple ways and develop educational encounters that predispose learners to engage in the cultural practice of art museum visiting. In intrinsically valuing art museum experiences as distinctive learning opportunities, the model provides teaching and learning strategies that allow for a multi-faceted, developmentally appropriate and cognitively based educational involvement. As the ultimate outcome of the research the model has significance for secondary art students, secondary art educators, teacher educators and art museum educators. It is unique in providing a secondary school-based art educational perspective on learning in art museums that is designed to establish a foundation for cultural practice, within and beyond the school years.
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Winkel, Rachel Elizabeth. "Schools of Identity: Rhetorical Experience in the United States Holocaust Memorial Museum." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7308.
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In the following pages I assert that important rhetorical work is being carried out by aesthetic means in museums and memorials in order to facilitate experiences of identification. I describe in rhetorical terms how that work is done, especially within my primary artifact of study, the United States Holocaust Memorial Museum. Specifically, this paper explores concepts developed in studies of epideictic rhetoric, the rhetoric of place, and museology. The theoretical framework of this paper is founded on the ideas of John Dewey and Kenneth Burke. Dewey<'>s theories discuss how we learn from experience and the role of the aesthetic in creating such an experience. Burke asserts that people are primed for rhetorical identification by specific settings or <&hyphen>œscenes,<&hyphen> which he expounds upon in his theory of the dramatic pentad. I believe that the setting of an aesthetically vivid scene creates an emotional ecology in which museum and memorial patrons can have meaningful experiences. Furthermore, these experiences educate the patrons<'> emotions by allowing them to identify with (and develop empathy for) narratives and groups that they had not previously. In short, aesthetic elements set the stage for a meaningful rhetorical experience to take place, which ideally allows patrons to congregate and identify with the values and ideas they are presented with in the exhibit.
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Wojton, Mary Ann. "A Study Of A Museum-School Partnership." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243452101.
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Sechrist, Mark Allen. "The Bauhaus for children : a new city center for West Palm Beach, Florida." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897515.
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The project is located in West Plam Beach, Florida. The Design Process Involved with the urban Plan included these structures: an aquarium, outdoor theater, re-designed library, urban park, landscape plan for the Exploratorium, and the designing of the Exploratorium. A model was completed to show the Exploratrium and its relationship to the urban plan. The design for The Bauhaus For Children is the result of doing research on art/ architectural education and the role of the architect. I feel, the architect needs to play the role of an educator.The majority of society have little teaching in the field of art or architecture. This means the architect, responsible to everyone for what he does, should motivate society to learn. This project is located on a site with civic concerns The site was used as the ferry boat landing and now houses the Public Library. With the new design and functions for the site, it fullfills the need for being civic. My design was created from a series of diagramatic models and images. This series of diagrams dealt wth the reading of the city in order to create a design language. I feel, the project has addressed the civic concern through the marriage of science and art. Architecture is more understandable to the public when it tries to blend the language of its setting with that of the image. My project is a result of this marriage. The Bauhaus For Children evolved into a Center within the City Center that educates society about art, architecture, and science.Department of Architecture
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Daniels, Nicolette Deidré. "The promotion of scientific literacy within a museum context." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1343.
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Currently South African museums are faced with the challenge of evaluating and transforming their roles and functions as a response to changing national educational needs. The purpose of this study was to investigate whether aspects of the integrated strategies approach to promoting scientific literacy can be successfully employed in a museum context. The approach was used as part of the education programmes at the Port Elizabeth Museum School (Bayworld) and mixed methods were used to gather qualitative and quantitative data on the teachers’ ability to adopt the strategy. Data were also generated on the teachers’ perceptions of teaching and learning, possible activities which supported the approach, and aspects of the strategy which the learners adopted most readily. The findings suggest that active engagement in the process resulted in effective adoption of the strategy by the teachers, improved attitudes towards science learning by both the teachers and children who participated in the process, and improved scientific literacy in both.
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Kostarigka, Eleni. "Learning history in and outside the classroom : how the interaction between museums and primary schools constructs understandings of history." Thesis, Cardiff University, 2010. http://orca.cf.ac.uk/54432/.
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It has been argued that the Educational Reform Act 1988, with the introduction of the National Curriculum (NC), effected changes in museum education (Hooper-Greenhill, 1994d: 240-241 Hein 2006:6). This study looks at the relationship between schools and museum education, and how it is mediated by the NC for History in Wales. The majority of existing museum data derives from studies that collect visitors' and children's views either during or after their visit. This study tries to bridge this gap by combining these two institutional settings, using history in the NC as a lens in order to study the relationship between these two social settings: schools and museums. The study takes two epistemological grounds into account. The first examines cultural policies, the NC, and the ways in which they represent or promote history. The second considers the ways in which people directly involved with these policies put them into practice. Simultaneously, it looks at how children respond to their visit to St Fagans: National History Museum (henceforth St. Fagans: NHM). The research data derives from classroom observations, before, during and after children's participation in the history workshops and activities offered to schools by St Fagans: NHM as well as from interviews with museum professionals, teachers and the history advisers for Wales. The findings show that the ways in which history is taught at the participant schools and through the history activities for children at St Fagans: NHM reflect the general direction of neo-liberal approaches to knowledge and learning. History teaching and learning appears to take an instrumental form, which places more emphasis on activities rather than knowledge and understanding. Learning through activities was a central demand of the progressive voices that demanded child-centred curricula in Britain during the late 1960s. Nevertheless, this shift is now taking place under different political and economic goals, which are in line with neoliberal directives that emphasise the learning of transferable skills through each NC subject. Additionally, the findings of the study suggest that workshops for history at St Fagans: NHM fail to equip children with analytic skills of knowledge and understanding. History is mainly restricted to the enquiry of superficial relations of objects and material expressions of social history, which do not allow children to grasp further the social relations and processes of the historical period studied. Moreover, with few exceptions, the workshops for history do not raise awareness of the particularities of Welsh history and its relations to the history of the other nations of Britain during the periods studied. Nevertheless, the analysis of the interview data shows that there is a certain level of unease about the directions of the NC as well as the character of St Fagans: NHM, as part of the National Museum of Wales. The participant teachers, museum professionals and history advisers are satisfied with the 'active' and enquiring character that school history seems to be taking on board, but there are some concerns about the ways in which these could be balanced out with historical knowledge and understanding, chronological awareness as well as the complicated social and political implications of the historical period studied and its connections to the present.
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Barão, Cristina de Carvalho. "Entre brumas e concretudes, o Museu Dinamico de Ciencias de Campinas como imaginante espaço de educação." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254152.
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Orientador: Antonio Carlos Rodrigues de AmorimDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Esta dissertação pretende trabalhar com as inter-relações entre experiência e memória da autora, professora/pesquisadora do Museu Dinâmico de Ciências de Campinas (MDCC) no período de 2002 a 2004. Os registros apresentados são composições de texto escrito com as imagens - fabricadas em um ensaio fotográfico e editadas em dois formatos: com a música em um CD ROM e na montagem fotográfica impressa em papel e, inspirada no trabalho da artista visual Rosângela Rennó, compondo uma escrita que remete à análise política e estética para o museu, um espaço imaginante de educação. Como numa ciranda, os círculos de identificação do MDCC são anéis que se entrecruzam, num mesmo repetido, insistente e persistente: ensino de ciências, educação não formal e formação de professores
Abstract: This research intends to work with inter-relations of the author¿s experiencies and her memories, as teacher/researcher of "Museu Dinâmico de Ciências de Campinas"1 (MDCC) between 2002-2004. The date presented is composed of written texts with images, produced an photographic work an edited in two formats: CD ROM with music, and a photographic edition printed on paper, inspired in the works of the artist Rosângela Rennó, producing written texts which construct an esthetic and political analysis, as space of education in imagination. As a circular dancing, the identification circles of MDCC are rings which inter twined, overlapping, like a continuos insistent and persistent: the science teaching, non-formal education, and teacher training
Mestrado
Educação, Conhecimento, Linguagem e Arte
Mestre em Educação
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Webber, Mary M. "Planning for a learning society : Minnestrista Cultural Center and Oakhurst Gardens in Ball State University's professional development schools network." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1167801.
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In a perfect learning society, the whole community-from corporate institutions to family units-recognizes and acts upon its responsibility to nurture and create a total learning environment that should extend throughout the lifetime of each member (Senesh, 1991). In contrast, many efforts to reform education in America focus on only one locus of education, the pre/K- 12 school Fortunately, however, some current reforms are broadening their scope. One such example is found in Ball State University's Professional Development Schools Network, which has enlarged the focus of educational renewal by including a museum as one of its official network sites. This two-part museum, Minnetrista Cultural Center and Oakhurst Gardens, brings community partnership to the focus, incrementally enlarging educational environments and experiences beyond the school classroom and toward the ideals of a learning society.The purpose of this study was to describe and understand more fully the conception, planning, and initial implementation stages of this atypical Professional Development Schools (PDS) site, Minnetrista Cultural Center and Oakhurst Gardens. This case study drew from and contributes to the literature in three areas: (a) professional development schools, (b) community education and learning societies, and (c) program planning. Data collection consisted of 23 separate interviews with 12 participants, multiple observations, and extensive document review. Data were then processed through constant comparative analysis. Findings describe more fully this particular case, detailing the conception, planning, and initial implementation of the museum's partnership with the traditional schools (university and pre/K-12) in its community.Three conclusions were derived from the major findings. First, in the conception and planning phases, relationships among individuals were of great consequence in creating and developing Minnetrista Cultural Center and Oakhurst Gardens as a PDS site. Second, in the initial implementation phase of the museum's PDS program, the museum staff struggled to define and communicate the museum's role as a PDS site. Third, these insights, among others, have implications for PDS networks and potential non-traditional PDS sites, museums interested in their educational role, and those interested in nurturing a learning society.Department of Educational Leadership
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Ngcoza, Kenneth Mlungisi. "Promoting learning in science: a case study of the appropriateness and implications of group work." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003601.
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This research project, using a qualitative case study methodology, reports on the appropriateness and implications of using group work in promoting cooperative learning in science. In this study, group work is seen as providing a social support mechanism for learning through interactive "hands-on" activities, designed to give learners opportunities to discuss and share ideas so that they can grasp science concepts. The Science Olympiad Project class composed of approximately thirty-six (36) learners formed the case study for this unit. The Science Olympiad Project is a project concerned with the promotion of science in the primary schools in Grahamstown. From this group, twenty two (22) learners (12 girls and 10 boys) were interviewed and kept journals. The Science Olympiad facilitator (a science teacher from one of the schools involved in the project) and two teachers who attended the science classes and whose learners are part of the project were interviewed. Semi-structured interviews, journals kept by the learners and the researcher (who was a participant observer and a co-facilitator), observations and discussions constituted sources of data for the research project. The analysis of data indicated that the learners found science during the Science Olympiad Project classes interesting and challenging. There were many benefits reported by the learners including the use of group work, the effect of "hands-on" activities, their attitudes and perceptions towards science and the role of excursions. Teachers found the learner-centred approaches adopted helped to encourage the learners to be actively involved in their own learning. One concern raised by the teachers was what would happen to those learners who have been identified as enthusiastic in science when they go to secondary schools. The implications of the results to improve and sustain the project are discussed.
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Oliveira, Maria Genoveva Moreira. "Museus e escolas: os serviços educativos dos museus de arte moderna e contemporânea, um novo modo de comunicação e formação." Doctoral thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/12107.
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A parceria escola-museu é uma relação importante. A maioria das pessoas fazem a
sua primeira visita a um museu com um grupo escolar e essas experiências iniciais ajudam
a moldar as suas atitudes para com os museus. Esta parceria assume um novo significado
à medida que a nossa sociedade expande a sua definição de "educação"para descrever
um processo de desenvolvimento permanente de conhecimentos, competências e carácter
que ocorre não apenas no espaço da sala de aula, mas numa variedade de contextos
formais e informais. Museus e escolas figuram nessa rede de aprendizagem e há muito
que têm trabalhado juntos em direcção a metas comuns de educação. Esta tese de
doutoramento focaliza a questão sugerindo que, para alcançar o potencial da parceria, os
educadores do museu e os professores devem desenvolver uma compreensão mais
aprofundada da natureza do ambiente do museu de aprendizagem, como ela difere da sala
de aula e como as duas definições são complementares; ### Abstract:
The museum-school partnership is an important institution. Most people make their
first visit to a museum with a school group, and these experiences help to shape their
attitudes toward museums. This partnership takes on new significance as our society
expands its definition of "education" to describe a lifelong process of developing knowledge,
skills, and character that takes place not just in the classroom, but in a variety of formal and
informal settings. Museums and schools both figure in this learning network, and they have
long worked together toward common educational goals. This doctoral tesis recommended
that to achieve the potential of the partnership, both museum educators and teachers
should develop a fuller understanding of the nature of the museum learning environment,
how it differs from the classroom, and how the two settings are complementary.
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Alhadi, Esameddin. "Transforming School Museum Partnership: The Case of the University of Florida Harn Museum Teacher Institute." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1214496613.
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Erven, Maria Fernanda Van. "Crianças no templo das musas: mediadores culturais e aprendizagens em museus." Universidade Federal de Juiz de Fora (UFJF), 2013. https://repositorio.ufjf.br/jspui/handle/ufjf/2411.
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FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais
Os museus, em todo mundo, têm crescido e se destacado, ao longo das últimas décadas, como novas modalidades de espaços educativos. As atividades direcionadas para o público, juntamente com as ações educativas, ganharam cada vez mais espaço e importância dentro dos museus. Dentro desse contexto, surgiu a Educação Patrimonial. O alvo das ações de Educação Patrimonial, em uma dada perspectiva, é o próprio patrimônio e não as relações estabelecidas entre os sujeitos e o patrimônio. O que percebi, em alguns projetos e ações, é um distanciamento e uma não identificação do sujeito com o bem patrimonial. Tal fato me motivou a buscar compreender como é que se dá a relação do sujeito visitante com o museu e com os objetos musealizados, ou seja, suas reações, processos de leitura, comportamentos e emoções despertados e disparados por museus – no caso deste trabalho, em crianças. Procurou-se investigar a posição das crianças da Escola Municipal José Calil Ahouagi, a partir de duas perspectivas diferentes de museus: o Museu de Arte Murilo Mendes e o Museu Ferroviário. A alternativa metodológica utilizada foi abordagem qualitativa de inspiração etnográfica. Foram adotadas como estratégias de investigação: observação participante, fotografias, diálogos e a interpretação dos materiais produzidos pelas crianças, derivados do processo das visitas, tais como fotografias, trabalhos escolares e cartas. Priorizou-se o arcabouço conceitual proposto por Bakhtin acerca das mediações e interlocuções pedagógicas, associando-o ao espaço museal e, juntamente com esse referencial, dialogou-se com autores centrais à reflexão sobre o campo da Educação em Museus, tais como Andreas Huyssen, Mario Chagas, Regina Abreu, Francisco Régis Lopes Ramos. Ao final, pude diagnosticar que as crianças, ao terem a oportunidade de conhecer um espaço de cultura e de memória, que nem sempre é acessível a crianças de periferia, como os museus, os visitaram buscando, permanentemente, interpretar seus objetos e o próprio espaço museal, constituindo lógicas explicativas e temporais para o que viram. O museu se tornou um espaço de descobertas, de aventuras, de invenção e, em especial, de aprendizagens múltiplas e plurais.
The museums, all over the world, have been growing and highlighting, over the last few decades, as new modalities of educational spaces. The activities directed to the public, along with educational actions, gained increasing space and importance inside the museums. Within this context emerged Heritage Education. The aim of the actions of Heritage Education, in a given prospect, is the Heritage itself and not the established relations between the subjects and the heritage. What I realized, in some projects and actions, is a detachment and a non-identification of the subject and the patrimonial property. Such fact motivated me to seek to understand how is the relation of the visiting subject with the museum and with the musealized objects, in other words, his reactions, reading processes, behaviors and emotions awaken and triggered by museums – in the case of this work, in children. We sought to investigate the position of the children of José Calil Ahouagi Municipal School, from two different perspectives of museums: the Murilo Mendes Art Museum and the Railway Museum. The methodological alternative chosen was qualitative approach of ethnographic inspiration. Chosen as investigation strategies were: participant observation, pictures, dialogues and the interpretation of the material produced by the children, derived from the visitation processes, such as photos, school works and letters. Prioritized the conceptual work proposed by Bakhtin about the mediations and pedagogical dialogues, associating it to the museum space and, along with this referential, dialogued with central authors by the reflection on the field of Education in Museums, such as Andreas Huyssen, Mario Chagas, Regina Abreu, Francisco Régis Lopes Ramos. By the end, I could diagnose that the children, by having the opportunity of knowing a space of culture and of memories, that is not always accessible to periphery children, such as museums, have visited them searching, permanently, for read its’ objects and the museum space itself, constituting explanatory and temporal logics for what they saw. The museum has become a space of discoveries, adventures, inventions and, specially, multiple and plural learnings.
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Hartley, Laura. "The spirit of museums: The development of museum education programs for school groups since 1870." Thesis, wichita State University, 2008. http://hdl.handle.net/10057/2008.
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This research evaluates the history of education in museums since 1870 with a particular focus on education programs for schools groups and their relationship with both theoretical and practical trends occurring in the American school system. To complete this research, the writings of museum professionals and related studies concerning education in museums were examined. It is concluded that in order to maintain creativity in their education programs; museum professionals must make sure that, while they always have to be aware of educational trends in traditional schools; they also safeguard their role as unique institutions of informal learning.Thesis (M.A.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of History
Includes bibliographic references (leaves 101-116)
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Hartley, Laura Henry Robin. "The spirit of museums the development of museum education programs for school groups since 1870 /." A link to full text of this thesis in SOAR, 2008. http://hdl.handle.net/10057/2008.
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Thesis (M.A.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of History.Copyright 2008 by Laura Hartley. All Rights Reserved. Includes bibliographical references (leaves 101-116).
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Preusse, David N. "Studying the Impact of a Summer Training Course on Teacher Ability to Use and Integrate an Innovative Online Museum Curriculum in Secondary Schools." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248522/.
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This study seeks to answer the overarching question of how the use of a digitally delivered arts curriculum, including a virtual museum environment, affects teacher's perceptions of curriculum integration and whether they believe it is successful in the classroom. This study is based on the analysis of archival data collected during a pilot study that was conducted in the fall of 2016 and spring of 2017. This pilot study used a qualitative, descriptive approach and included the use of surveys, interviews, focus groups, and observations. The main focus of this study was on the experiences of a selection of educators who took part in the pilot study and summer training sessions to determine the successes and challenges they faced as they sought to the implement the experimental digitally delivered arts curriculum. The results of the study should improve the field's understanding of how virtual environments and technology can influence teacher experiences and perceptions of their potential value for learning as they continue to take hold in public schools worldwide.
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Petry, Marilia Gabriela. "Da recolha à exposição : a constituição de museus escolares em escolas públicas primárias de Santa Catarina (Brasil - 1911 a 1952." Universidade do Estado de Santa Catarina, 2013. http://tede.udesc.br/handle/handle/987.
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Previous issue date: 2013-03-07Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The purpose of the present paper is the study of school museums introduced in public elementary schools in the state of Santa Catarina between 1911 to 1952, considered as material support to the development of pedagogical activities since the 19th century. The investigation is inserted into the discussions about school culture and material culture, having as reference the works of Escolano Benito, Viñao Frago, Souza, Bucaille and Pesez, and Meneses. The historical document analysis made it possible to map the incidence of museums in elementary schools, focusing in their organization and material composition. The documental corpus of the research is composed of Brazilian and foreign texts and books published in the period, educational magazines, education legislation specially decrees, regulations, educational programs and circular letters , government and inspection reports, pedagogical meeting minutes and school museums reports and meeting minutes. As material strategy for teaching concrete lessons, the museums are a part of the Brazilian pedagogical imaginary, at least since 1883 when the National School Museum of Rio de Janeiro was created, an institution dedicated to the exhibit of educational objects, furniture and materials, in addition to the professional training of working teachers. Previous researches indicate that this institution was replaced by the pedagogic museum named Pedagogium, in 1890. Among the objectives of the Pedagogium were the dissemination of similar institutions in other Brazilian states and the organization of school museums in schools, composed by mineralogical, botanical and zoological collections. In the public elementary schools of Santa Catarina, the introduction of this pedagogic device was due to the education reform in 1911, during which only newly-created school groups received in their physical structure a space for the installation of an office to store pieces to compose the museum. Emphatically, the authorities informed that the collections had been bought in France, at the establishment E. Deyrolles & Fils. From the 1930 s on, the museum stopped being seen as a part of the schools material devices, becoming an auxiliary association. As a result of an Educational Department undertaking, the associations were disseminated through all the state schools. During this time, the museum presence had a considerable increased, among other reasons, due to its material composition modification. If in the beginning of the 20th century it was provided by the state power formed by painting collections and imported natural samples , from the 1940 s on it starts being composed by teachers and students works, with elements picked by them and selected from nature. However, in spite of letting show a supposed simplification, the tendency followed the theoretical propositions elaborated since the 19th century, which the objective consisted in involving the children in the montage of the museums, which in itself was a facilitator way of educating. The implementation attempt of museums in schools in Santa Catarina demonstrated the wish to sync the educational processes developed here with the latest pedagogical trends; however, from the documental analysis made, it is considered that a considerable part of the museums have achieved more success in the symbolic level than in the didactic
O presente trabalho tem como objeto de estudo os museus escolares introduzidos em escolas públicas primárias do estado de Santa Catarina entre 1911 e 1952, considerados como apoio material ao desenvolvimento de atividades pedagógicas desde o século XIX. A investigação insere-se nas discussões acerca da cultura escolar e cultura material, tendo por referência os trabalhos de Escolano Benito, Viñao Frago, Souza, Bucaille e Pesez, e Meneses. A análise histórica documental permitiu mapear a incidência de museus em escolas primárias, com foco em sua organização e sua composição material. O corpus documental da pesquisa compõe-se de textos e livros brasileiros e estrangeiros publicados no período, de revistas educacionais, legislação do ensino ¿ sobretudo decretos, regulamentos, programas de ensino e circulares ¿, relatórios de governo e de inspeção, de atas de reuniões pedagógicas e atas e relatórios de museus escolares. Enquanto estratégia material para o ensino de lições concretas, os museus fazem parte do imaginário pedagógico brasileiro, pelo menos desde 1883, quando da criação do Museu Escolar Nacional no Rio de Janeiro, instituição voltada à exposição de objetos, móveis e materiais de ensino, além da formação de professores que exerciam o magistério. Pesquisas já realizadas indicam que esta instituição foi substituída pelo museu pedagógico denominado Pedagogium, em 1890. Entre os objetivos do Pedagogium estavam a disseminação de instituições similares em outros estados brasileiros e a organização de museus escolares nas escolas, por sua vez compostos de coleções mineralógicas, botânicas e zoológicas. Nas escolas públicas primárias de Santa Catarina, a introdução deste aparato pedagógico foi prevista na reforma do ensino de 1911, durante a qual apenas os grupos escolares recém-criados receberam em sua estrutura física espaço destinado à instalação de um gabinete para o armazenamento de peças destinadas a compor o museu. Com ênfase, informavam as autoridades que as coleções haviam sido compradas na França, no estabelecimento E. Deyrolles & Fils. Dos anos 1930 em diante, o museu deixou de ser visto como parte do aparelhamento material das escolas, tornando-se uma associação auxiliar. Como resultado de um empreendimento por parte do Departamento de Educação, as associações disseminaram-se pelas escolas de todo o estado. Nesse período, a presença de museus cresceu consideravelmente, entre outros fatores, em decorrência da modificação da sua composição material. Se no início do século XX ele era fornecido pelo poder estadual formado por coleções de quadros e amostras naturais importadas¿, dos anos 1940 em diante passa a ser constituído por obra de professores e alunos, com elementos por eles recolhidos e selecionados da natureza. Contudo, apesar de transparecer uma suposta simplificação, a tendência acompanhou as proposições teóricas elaboradas desde o século XIX, cujo objetivo consistia em envolver as crianças na montagem dos museus, o que por si só era um meio facilitador do ensino. A tentativa de implantação de museus em escolas catarinenses demonstrou o desejo de sintonizar os processos educativos aqui desenvolvidos com as ¿últimas¿ tendências pedagógicas; todavia, a partir da análise documental empreendida, considera-se que boa parte dos museus tenha logrado mais êxito no nível simbólico do que no didátic
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Martins, Luciana Conrado. "A relação museu/escola: teoria e prática educacionais nas visitas escolares ao Museu de Zoologia da USP." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-19062007-152057/.
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Esta pesquisa versa sobre as relações museu/escola. Identifica e confronta os discursos e as práticas educacionais dos profissionais envolvidos. Inserido em uma perspectiva qualitativa de pesquisa em educação, o estudo analisa as práticas presentes na visita de escolas ao Museu de Zoologia da Universidade de São Paulo. Considera-se que os educadores de museus são portadores de um conhecimento empírico e teórico que é, em grande medida, o responsável pela normatização das atividades educacionais da instituição onde estão inseridos. Outros fatores tais como a história da instituição, sua estrutura administrativa e o contexto social do qual faz parte também são relevantes para o entendimento do campo analisado. São esses aspectos os que vão determinar qual é o discurso dos profissionais de educação responsáveis pela ação educativa de um museu, frente às práticas pedagógicas por eles estabelecidas, passo necessário para compreensão do objeto de estudo. Por outro lado, considera-se também que os professores das escolas são portadores de uma concepção própria a respeito do museu. Qual é essa concepção? Quais são as expectativas destes profissionais que enfrentam inúmeras dificuldades para levarem seus alunos a uma instituição cuja linguagem e conteúdo não lhes são familiares? Suas expectativas são cumpridas durante a visitação? Entender esse universo passa pela observação das práticas desses profissionais quando em contato com a instituição museal. A fim de responder esses questionamentos, optou-se pela confrontação das expectativas desses profissionais (professores e educadores do Museu) com a sua prática em um momento determinado: a visita das escolas ao Museu. Essa escolha baseou-se na verificação de que a visita é o momento onde se efetivam/confrontam as intenções a respeito da prática pedagógica dentro de uma exposição de museu. A escolha do Museu de Zoologia da Universidade de São Paulo, e posterior pesquisa empírica nas suas dependências, trouxe à tona outros questionamentos, acerca do papel da educação dentro de uma instituição museológica, voltada historicamente a pesquisa em Zoologia. Para fundamentação das análises propostas foi utilizado o referencial oriundo das pesquisas de educação e pesquisas de público, feitas em museus. Em termos gerais, constatou-se que professores e educadores de Museu têm expectativas semelhantes a respeito do potencial pedagógico das exposições museais. Entretanto, as escolas continuam buscando os museus sem atentar para as especificidades educacionais desses espaços, fazendo com que a visita seja um acontecimento isolado na vida escolar dos estudantes. Por outro lado, o Museu de Zoologia, agrega uma série de fatores que contribuem para não otimização de sua relação com as instituições escolares. A constatação desses problemas aponta a necessidade de construção de uma parceria a ser realizada institucionalmente entre museus e escolas, ou seja, apoiada por todas as instâncias que as compõem, e não dependente apenas de alguns poucos profissionais interessados.This research treats of the museum/school relation. Identifies and confronts the educational discourses and the practices of the involved professionals. Inserted on a qualitative view on education, this study analyses the present practices on school visits to the Museum of Zoology of University of São Paulo. It is considered that the museum\'s educators carry an empirical and theoretical knowledge, which is responsible for the normative conduction of the educational activities on the institution where they are involved. Other factors such as the institution\'s history, the administration\'s structure and the social context are relevant for the comprehension of the analysis field. Those are the aspects that are going to determine what is the discourse of the professionals of education who are responsible for educational actions of the museum, facing their pedagogical practises, necessary step to the comprehension of the object. On the other hand, it\'s as well considered that schools teachers have their own conception regarding the museum. What is this conception? What are the expectancies of those professionals, who confront innumerable difficulties to take their pupils to an institution whose language and contents are not familiar to them? Are their expectancies fulfilled during visitation? To understand the universe means to observe the practices of those professionals in contact with the museum institution. Aiming to answer those questions, the confrontation of the professional\'s expectancies (teachers and museum\'s educators) with their practices in a specific moment: the schools visitations to the Museum. This choice is based on the verification that the visit is the moment when the intentions, regarding to the pedagogical practice, are accomplished/confronted in a museum exposition. The choice for the University of São Paulo\'s Museum of Zoology, and posterior empirical research inside the museum, emerged other questions concerning the educational role inside the museological institution, historically dedicated to zoological researches. A referential originating in education researches and public researches, that took place in museums, was used to ground the proposed analysis. It was verified that teachers and museum\'s educators have similar expectancies regarding to the pedagogical potential of museums expositions. However, the schools still attending to museums without being alert to the educational particularities of these places, converting the visit on a isolated event to the school life of the student. On the other hand, the Museum of Zoology, aggregates factors, which contributes to the non-optimisation of its relation with school institutions. The evidencing of those problems indicates the need to enter an institutional partnership between museums and schools, supported by all the instances involved and not only few interested professionals.
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Rowlands, Mark Antony. "Using science museums to enrich and enhance primary school children's learning of science : children engaging in dialogue about museum exhibits." Thesis, Manchester Metropolitan University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568806.
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The research addresses issues identified in an ESRC Case studentship developed in collaboration between Manchester Metropolitan University and the Museum of Science & Industry in Manchester. The original proposal had as its central aim "informing how museums can most effectively contribute to and enhance children's learning in primary school science". A case study is presented of upper primary school groups visiting the Museum, including discussions of the Museum's schools' provision and the practices of visiting school groups. Within that broader context, a main finding is that children can and do engage in dialogue about museum exhibits in ways that are relevant to their science learning. The finding is supported by empirical evidence from a series of discussions held with 8 to lO-year-old primary school pupils who had visited the Museum. The children find the exhibits rich, interesting and comprehensible enough to be engaging topics of conversation while being sufficiently thought provoking to challenge their ideas and their ways of talking. Sociocultural theory is used as a framework for analysing the science-relevant content of what the children talked about, the patterns of discourse they used, and the identities they enacted. The theory provides a fruitful way of understanding the children's engagement in talking as the concerns, sense of purpose, identification and emotion of participation in a social practice. Implications for museum education practice are identified. Talking about exhibits consolidates and strengthens the general educational value of visits by school groups to the Museum. Suggestions are made for how Museum staff and school teachers can build on children's museum experience to enhance their scientific literacy.
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Woodham, Anna Lucy. "Museums visiting and social inclusion : the geography of school visits to museums." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7894.
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This thesis takes as a starting point the results of three large scale evaluations of museum education programmes, which presented an unexpected and potentially highly significant geography of school visits to museums, with 46% of school visits in one evaluation made by schools located in areas classified among the 20% most deprived areas in England. These research findings appear to challenge the wide-spread popular perception of museums as rather elitist and exclusionary, drawing attention towards the potential for museums to contribute to social inclusion. The findings also chimed well with contemporary government social inclusion agendas. The study combines both quantitative and qualitative investigations to examine and explain the social geography of school visits to museums. Application of the Townsend index and Experian MOSAIC to the original datasets suggests that the pattern of school visits remains broadly similar when each of these measures are used. Pupil postcodes and free school meal (FSM) data are also used to address the ecological fallacy, concluding that analysis at school level is useful to appreciate school contexts at a finer spatial level. Through further quantitative analysis it is concluded that the location and size of museums is particularly significant, emphasising the importance of the local. An interpretive framework based on the concepts of economic, social, cultural and emotional capital is also used to consider the impacts that museums may have on teachers and pupils, which might contribute to social inclusion. Analysis of qualitative data reveals the interplay of the different forms of capital, particularly how each form influences and conditions school visits. It is concluded that in the museum setting social, cultural and emotional capital are potentially more likely to be acquired. It is argued that discussions presented in the research substantiate the results of the original evaluations and help to move discussions beyond the shorthand thinking of museums as either elitist or non-elitist.
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何素珍. "澳門藝術博物館與學校藝術教育合作之初探." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2323508.
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Hermsen, Terry. "Languages of engagement." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1070294401.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xvi, 700 p. Includes bibliographical references (p. 201-209). Available online via OhioLINK's ETD Center
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Kim, Sujin. "A Case Study of Pages at the Wexner Center for the Arts and Its Implications for Collaborative Art Museum-School Programs." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1530882425478519.
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Carneiro, Guilherme do Amaral [UNESP]. "A interação museu-escola sob o referencial teórico metodológico das ilhas interdisciplinares de racionalidade." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/136451.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Este trabalho tem como objetivo apresentar um referencial teórico-metodológico que contribua nas reflexões a respeito da relação museu-escola. Apoiou-se na proposta das Ilhas Interdisciplinares de Racionalidade (IIR) concebida pelo filósofo francês Gérard Fourez (FOUREZ, 1998). O autor sugere trabalhos envolvendo questões sociocientíficas da atualidade baseados em situações-problemas e que estimulem a problematização, autonomia e tomada de decisões. Esta investigação propôs-se ao desafio de construir uma IIR que envolvesse atividades na escola e em um museu de ciências. O processo de construção da IIR envolveu o tema da segurança alimentar, ações práticas e teóricas em ambas as instituições e ocorreu com uma turma de quinto ano do ensino fundamental. Para dar embasamento metodológico para a coleta de dados e subsidiar a análise dos resultados, a pesquisa adotou uma linha dos estudos sociais, a pesquisa-ação, que pressupõe o envolvimento do pesquisador na condução crítica do processo investigativo. A interpretação dos resultados foi feita sob a luz das ideias de Fourez e do referencial das IIR. As atividades propostas apontam para uma interação museu-escola que proporcionou o início do processo de alfabetização científica dos estudantes, que trouxe contribuições para a formação de professores na concepção de projetos interdisciplinares e na estruturação de roteiros de museus e centros de ciências. A pesquisa reforça a importância de referenciais teóricos e metodológicos que norteiem as atividades de museus e centros de ciências na sua interação com a escola baseados em uma racionalidade interdisciplinar.
This study aims to present a theoretical framework that helps in thinking about the museumschool relationship. This research adopted the proposal of the Interdisciplinary Islands of Rationality (IIR) designed by French philosopher Gérard Fourez (Fourez, 1998). The author suggests work involving socio-scientific issues based on current problem situations and to encourage the questioning, autonomy and decision-making. This research proposed the challenge of building a IIR involving activities at school and at a science museum. The process of building the IIR involved the issue of food security, theoretical and practical actions in both institutions and was made with a group of fifth year of elementary school. To provide methodological basis for data collection and support the analysis of the results, the survey adopted a line of social studies, action research, which requires the involvement of the researcher in critical driving the investigative process. Interpretation of the results was made in the light of the ideas of Fourez and reference of IIR. The proposed activities point to a museum-school interaction that provided the beginning of scientific literacy process for students, brought contributions to the training of teachers in the design of interdisciplinary projects and it helped to structure activities of museums and science centers. The research reinforces the importance of theoretical and methodological framework to guide the activities of museums and science centers in their interaction with the school based on an interdisciplinary rationality.
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Cruz, Livia Lara da. "Magistério e cultura: a formação cultural dos professores e sua percepção das potencialidades educativas dos museus de arte." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/10688.
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Previous issue date: 2008-09-09Secretaria da Educação do Estado de São Paulo
This report of research has the objective of presenting an analysis of the collected data for the realization of a study that pretends to analyze the existent relations between the cultural formation of the basic school and high school teachers, that work at the public education system of São Paulo, and their perceptions of the art museums education potentiality. Having as main theoretical reference the french sociologist Pierre Bourdie and his concept of cultural capital, i intended to apprehend in which way the cultural formation of the teachers can or not determinate a better relationship with the art museums. For that reason, between the months of september and november of 2007 questionnaires were applied to two groups of distinct teachers considering their social origin, scholar and professional formation, information about habits of leisure, culture and opinion about museums and art exhibitions. The group 1 included twenty teachers, that scheduled spontaneously more than one visit with their students during the year of 2007, having monitorship to the Museu Lasar Segall, seated at the district of Vila Marina ( south area of São Paulo city). The group 2 included another twenty teachers, that scheduled visits to the Museu Lasar Segall having monitorship because of their school s participation at a project financed by the Secretary of Education of the State of São Paulo, and did not come back until the end of 2007. The results permitted to perceive the approximation between the two groups, especially about their social origin, but differences between their relation with the formation institution, the relation kept with state cultural objects and more specifically with the art museum. The teachers of the group 1(spontaneous) declared to have more access, since childhood, to cultural objects such as books, cinema, library and museum. The majority came from public universities of the state of São Paulo, these teachers could tell with more precision the name of the last book that they read or some of theirs favorites plastic artists; and they are also those that access internet more often, have already traveled to other countries and make visits to museums more frequently. The teachers of the group 2(project), whose access to cultural objects since childhood showed to be smaller, were students of private universities (some out of the state of São Paulo), had more difficulties to tell the name of last books that they read or the name of their favorite artists, they do not have access to the internet very often, and never traveled to other countries, and for two of them, the visit to the Museu Lasar Segall was the first visit to a museum. So, the aspect to be observed is to consider which is the importance of the formation institution (the public universities, being more traditional in academic aspects and privates that normally do not receive the same amount of importance in this area) has at the constitution of an habit of frequency at cultural areas; but it is fundamental to consider the importance that family action and, consequently, the cultural habits during the childhood have, the possibilities of them to have access to cultural objects when they are older, and the way that it is made. Considering the interviews that were realized with two teachers of the first group, it was possible to apprehend some strategies developed by families that, even not having much of scholar capital and cultural capital, contributed to an appropriation of the cultural objects for their children, being it to give more importance to the progress in school and what school represents, or being a bridge between a legitimate culture and their children
Essa pesquisa tem por objetivo analisar as relações existentes entre a formação cultural dos professores do ensino fundamental II e médio da rede estadual de São Paulo e suas percepções acerca das potencialidades educativas dos museus de arte. Tendo como principal referencial teórico o sociólogo francês Pierre Bourdieu e seu conceito de capital cultural, pretendeu-se apreender em que medida a formação cultural dos professores pode ou não determinar uma relação mais fértil com os museus de arte. Para tanto, entre os meses de setembro e novembro de 2007 foram aplicados questionários acerca da origem social, formação escolar e profissional, informações sobre hábitos de lazer e cultura e opinião sobre museus e exposições de arte a dois grupos distintos de professores. O grupo 1 incluiu vinte professores que, durante o ano de 2007, agendaram espontaneamente mais de uma visita monitorada para seus alunos no Museu Lasar Segall, localizado no bairro da Vila Mariana, zona sul da cidade de São Paulo. O grupo 2 incluiu outros vinte professores, que agendaram visitas monitoradas no Museu Lasar Segall devido à participação da escola em um projeto financiado pela Secretaria da Educação do Estado de São Paulo e que não voltaram ao Museu até o fim de 2007. A análise dos resultados obtidos permitiu a percepção de aproximações entre os dois grupos no que diz respeito à sua origem social, mas diferenças em relação à instituição de formação e a relação mantida com os bens culturais de uma maneira geral, e mais especificamente, com o museu de arte. Os professores do grupo 1 (espontâneo) declararam ter um maior acesso, desde a infância, a bens culturais tais como livros, cinema, biblioteca e museu. Advindos majoritariamente de universidades públicas do Estado de São Paulo, esses professores puderam citar com mais precisão o nome do último livro lido ou alguns de seus artistas plásticos favoritos; são eles que acessam a Internet mais freqüentemente, já viajaram para outro país e visitam museus com mais freqüência. Os professores do grupo 2 (projeto), cujo acesso aos bens culturais desde a infância mostrou-se menor, cursaram faculdades privadas (algumas fora da cidade de São Paulo), tiveram mais dificuldade em citar nome de livros lidos ou de artistas preferidos, dificilmente acessam a Internet, nunca viajaram para fora do Brasil e para dois deles, a visita ao Museu Lasar Segall foi a primeira visita a um museu. Assim, um aspecto a ser observado diz respeito a relevância que a instituição formadora (as públicas, com maior renome acadêmico e as privadas, geralmente com menor prestígio na área educacional) possui na constituição de um hábito de freqüência a espaços culturais; entretanto, é fundamental considerar a importância que a ação familiar e, conseqüentemente, os hábitos culturais na infância têm sobre a possibilidade dos indivíduos acessarem os bens culturais quando mais velhos, e o modo como isso será feito. Nas entrevistas realizadas com dois professores do primeiro grupo, foi possível apreender algumas estratégias desenvolvidas por famílias que, embora fracamente dotadas de capital escolar ou capital cultural, contribuem para apropriação dos objetos culturais por parte de seus filhos, seja valorizando a escolarização e o papel da escola, seja servindo como intermediário entre a cultura considerada legítima e as crianças
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ARACRI, EVELINE MILANI ROMEIRO PEREIRA. "TEACHERS AT MUSEU DA GEODIVERSIDADE: CULTURAL CAPITAL UNDERLYING PERCEPTIONS AND EXPECTATIONS IN THE MUSEUM SCHOOL RELATIONSHIP." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23930@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROEste trabalho tem como objetivo mapear o volume de capital cultural dos professores que frequentaram o Museu da Geodiversidade (UFRJ) em visitas escolares entre os meses de maio e setembro de 2012, bem como suas percepções e expectativas acerca das instituições culturais, tais como o museu. Para o estudo desses sujeitos, foram utilizados os conceitos de capital cultural de Pierre Bourdieu (2010) e as observações de Falk e Dierking (2000) sobre o modelo contextual de aprendizagem em museus a partir da agenda do público na visita museal, além de se trabalhar também com o conceito de educação não formal elaborado por Trilla (2008). A metodologia usada baseia-se na realização de entrevista semiestruturada e na aplicação de questionário autoadministrado junto a dez professores. Os resultados apontam para um baixo volume de capital cultural nos docentes não tanto no que se refere aos títulos escolares conquistados, mas principalmente no que tange aos usos e práticas dos espaços culturais, o que tem como desdobramento uma visão do museu apenas como espaço de complementação de atividades educativas formais e pouco apreço e interesse por esse espaço enquanto local de fruição, prazer e de ampliação da cultura em geral. Conclui-se, portanto, que o limitado aproveitamento do espaço museal pelos docentes não se dá por falta de interesse, mas pela falta da formação de hábitos culturais em sua família de origem e nas instituições escolares nas quais se formaram.
This paper aims to map the amount of cultural capital of the teachers who participated in school visits to the Museu da Geodiversidade (UFRJ) between May and September 2012, as well as their perception and expectations regarding cultural institutions such as the museum. In order to study these subjects, we used Pierre Bourdieu s (2010) concepts of cultural capital and observations by Falk and Dierking (2000) on the contextual model of learning in museums from the agenda of the audience who visits these institutions, besides applying the concept of non-formal education developed by Trilla (2008). The methodology used is based on self-administered questionnaires and on semi-structured interviews conducted with ten teachers. The results point to a small amount of cultural capital in teachers, not so much with regard to academic degrees earned, but mainly to the uses and practices of cultural spaces. That results in a vision of the museum only as a space for the complementation of formal educational activities. There is little appreciation and interest for the museum as a place for enjoyment, pleasure and enhacement of culture in general. We conclude, therefore, that the limited use of the museum space by the teachers does not occur due to lack of interest, but to lack of training in cultural habits by their family of origin and by the schools they have graduated from.
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Paz, Felipe Rodrigo Contri. "Cultura visual e museus escolares : representações raciais no museu Lassalista (Canoas, RS, 1925-1945)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/131867.
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A seguinte pesquisa abordará o museu do antigo Instituto São José e suas imagensartefatos para o ensino dos tipos raciais humanos. Em levantamento realizado em museus e acervos localizados em espaços escolares na Região Metropolitana de Porto Alegre verificou-se no acervo da instituição Lassalista localizada em Canoas, a presença de bustos de gesso, representações dos diferentes tipos humanos. A partir deste dado empírico, algumas inquietações surgem em relação aos usos pedagógicos destas cabeças raciais e de como eram utilizadas no ensino. No momento do surgimento dos museus escolares no interior das escolas normais, teorias estavam povoando as discussões dos intelectuais da educação. A Poligenia teve influência nas escolas republicanas brasileiras que no momento moldavam seus currículos. Postulava sobre a existência de diferentes tipos humanos, cuja determinação se comprovava pela relação ou ação de vários genes na espécie. A diferença entre as raças superiores e as inferiores, que seriam fadadas à incivilidade e não poderiam ser responsabilizadas pelos seus atos contraventores eram verificáveis pela ciência. No Brasil, estas discussões teóricas contribuíram para o fortalecimento de uma interpretação sobre a existência de uma raça ideal, desejada à sociedade e justificada sob os prismas científico-biológicos, onde os comportamentos humanos passam a ser gradativamente encarados como resultado imediato de leis naturais e biológicas. Assim, o objetivo desta dissertação é verificar e analisar a utilização das imagens-artefatos (bustos e impressos) no ensino do antigo Instituto São José (La Salle/Canoas), e suas possíveis relações com o método intuitivo. Este estudo supõe que além dos bustos havia outros objetos, tais como os impressos dos livros que eram utilizados com vistas a aproximar os alunos dos tipos raciais, cuja caracterização embasava-se nas teorias científicas do contexto. Para isso, foram analisadas ainda as documentações institucionais, tais como Relatórios de Inspeção, Memórias dos irmãos, Currículos programáticos e demais documentos que exibissem as práticas educativas dos Lassalistas de Canoas. Como resultados pode-se concluir na ampla difusão de imagens sobre os tipos raciais humanos, aliadas à metodologia intuitiva, para o ensino escolar. Essas imagens, sejam bustos ou impressas em livros, foram relevantes para o ensino dos tipos humanos, aproximando os educandos da temática racialista através dos sentidos.The following research will address the old museum Institute of São José and your images-artifacts for the teaching of human racial types. In a survey conducted in museums and collections located in school spaces in the metropolitan area of Porto Alegre there was in the collection of the Lassalista institution located in Canoas, the presence of plaster busts, representations of different human types. From this empirical data, some concerns arise in relation to the pedagogical uses of these racial heads and how they were used in teaching. At the time of emergence of the school museums within the normal schools, theories were populating the discussions of intellectual education. The Polygeny had influence in Brazilian republican schools at the time shaped their curriculum. Posited on the existence of different human types, whose determination is proved by the relationship or action of various genes in the species. The difference between the superior and inferior races, which would be doomed to incivility and could not be held accountable for their acts offenders were verifiable by science. In Brazil, these theoretical discussions contributed to the strengthening of an interpretation of the existence of an ideal race, desired to society and justified under the scientific-biological prisms, where human behavior become gradually regarded as an immediate result of natural and biological laws. The objective of this work is to check and analyze the use of images, artifacts (busts and printed) in the teaching of the old São José Institute (La Salle/Canoas) and its possible relations with the intuitive method. This study assumes that in addition to the busts were other objects, such as printed books that were used in order to bring together students of racial types, whose characterization underlay on the scientific theories of context. For this, they also analyzed the institutional documentation, such as inspection reports, Memories of the brothers, programmatic resumes and other documents that exhibited the educational practices of Canoas Lasallian. As a result it can be concluded in the wide dissemination of images on human racial types, combined with the intuitive methodology for schools. These images are busts or printed in books, they were relevant to the teaching of human types, approaching the students of racialist issue through the senses.
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Borvin, Anna, and Ebba Mikkelsen. "Skola och Museum -Samarbete för att nå historiemedvetande, School and Museum." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35896.
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Syftet med vår uppsats är att vi vill undersöka hur samarbetet mellan skola och museum fungerar. Som blivande lärare vill vi få mer kunskap om hur vi använder oss av museet som arena i vår undervisning på ett bra sätt. Vi frågar oss hur skola och museum samarbetar? Hur samarbetet leder till elevers historiemedvetande och vilka de eventuella hindren i samarbetet är?Vi presenterar och diskuterar tidigare forskning inom området. Några viktiga forskare som vi lyfter fram är Berit Ljung, Monica Cassel och Eilean Hooper-Greenhill. Exempel utifrån deras resonemang är att skolor och museum ofta har olika uppfattningar om lärande. I deras forskning poängterar de också vikten av museums unika möjlighet att erbjuda ett praktiskt lärande med verkliga föremål för skolor. Som teoretiska verktyg har vi valt John Deweys och Tom Tillers pedagogiska teorier. Vi har tagit hjälp av deras sätt att se på lärande och deras begrepp learning by doing - att lära genom praktiskt arbete och aktionslära - att lära genom diskussion och reflektion. Vår undersökning har ett kvalitativt förhållningssätt. Vi har gjort en fallstudie på ett museum, där vi följt ett projekt som riktar sig till skolklasser i årskurs 3. Undersökningen är gjord genom kvalitativa intervjuer med lärare och museipersonal och genom ostrukturerade observationer. Våra slutsatser som vi dragit är att:•Samarbetet i det projektet vi följt till stor del fungerar som en envägskommunikation. Det är museet som skapar projektet utan skolornas medverkan. Däremot tar projektet verkligen hänsyn till skolornas brist på pengar och de mål som skall uppnås enligt läroplanen.•Utställningen kan mycket väl leda till historiemedvetande men det krävs ett stort efterarbete, där kunskaper får diskuteras och relateras till elevens liv och för-förståelse, till nutid och till framtid. •Hinder i samarbetet mellan skola och museum som vi har sett är framförallt brist på tid och pengar i skolan och att skolan inte prioriterar kultur.Nyckelord: Historiemedvetande, Museum, Museipedagogik, Samarbete, Skola.
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Petersson, Sabine. "Skola och museum - samarbete eller motarbete? (School and Museum - Cooperation or Resistance?)." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31027.
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Avsikten med det här examensarbetet är att studera ramfaktorerna för användning av museum i undervisningen, vilka resurser museer har för studenter och att undersöka tre lärares attityder gentemot användningen av museer i undervisningsprocessen. Avsikten är också att undersöka vilka historiedidaktiska effekter som användningen av museer i undervisningen kan ha. Målet är också att försöka ta reda på hur samarbetet mellan skolor och museer kan utvecklas och förbättras. Metoden som använts är kvalitativa intervjuer med tre museipedagoger samt tre lärare. Undersökningen visar att det finns tre typer av ramfaktorer som påverkar användingen av museer i undervisningen; konstitutionella ramfaktorer, organisatoriska ramfaktorer och fysiska ramfaktorer. De organisatoriska ramfaktorerna (skolans budget och tidsaspekter) utgör de största restriktionerna på undervisningen och användningen av museer i undervisningsprocessen. Undersökningen visar också att museer har flera olika typer av resurser som kan hjälpa till att överbrygga de hinder som ramfaktorerna ställer upp. Till exempel möjligheten för museets anställda att komma ut till skolorna, istället för tvärtom samt möjligheten för lärare att utbilda sig vid museet för att kunna guida klasserna själva utan kostnaden det innebär att boka en professionell guide. Vad som också framkommer i undersökningen också att lärare har en positiv inställning till användningen av museer i undervisningen och att de inte kan se några negativa aspekter av samarbete. Samarbetet mellan skola och museum kan dock förbättras med bättre kommunikation och dialog mellan lärare och museipedagoger. Undersökningen visar också att ramfaktorteorin skulle kunna utvidgas till att inkorporera också det individuella perspektivet, eftersom den som den ser ut nu inte tar detta perspektiv i beaktande. Till sist visar undersökningen att lärarna överlag är nöjda med historieförmedlingen på museerna och uppfattar den som överrenstämmande med de värden som undervisningen enligt styrdokumenten ska förmedla till eleverna. Både museipedagoger och lärare verkar också utgå ifrån att elevers historiemedvetande kan utvecklas med hjälp av museibesök.The aim of this thesis is to study the frame factors for the use of museums in education, what resources the museums can provide for the students and to study three teachers attitudes towards the use of museums in education. The aim is also to study which history didactical effects the use of museum in education can have.The goal is to see how the cooperation between schools and museums can improve and develop. The method that has been used is qualitative interviews with three teachers and three museum pedagogues. The study shows that there are three types of frame factors that affects the use of museum in education and those are constitutional, organizational and physical. The organizational fram factors (the school's budget and time aspects) are the most prominent factors. The study also shows that musuems have several different types of resources that can help overcome the obstacles created by the frame factors. What the study also shows is that teachers in general have a positive attitude towards the use of museums in education. The cooperation can however improve in different ways, for example through better communication and dialouge between teachers and museum pedagogues. The study also shows that the theory of frame factors could be extended to include an individual perspective, since it at the moment does not take this into account. At last this study shows that the teachers are content with the history mediation at the museums and they all, teachers and museum pedagogues, believe that the students historical consciousness can develop through visits at the museum.
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Tzibazi, Vasiliki. "Researching primary school children's "museum theatre" experiences." Thesis, University of Leicester, 2006. http://hdl.handle.net/2381/10712.
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As the number of museums that employ theatre as part of their educational provision is increasing there is a need for the articulation of the theoretical framework and an in-depth insight into the children's "museum theatre" experiences. The aim of this empirical research is to examine how primary school children "make meaning" of the form and content of the experience in two forms of "museum theatre": a) a participatory theatrical experience in the heritage site of Clarke Hall and b) first person interpretation events in the Museum of London. Based on the principles of the constructivist qualitative paradigm, the research attempts to offer an insight into how the children understand the content and format of the "museum theatre" experience. The research focuses on the interrelationship between the children's prior-to-the-event agenda and their "museum theatre" experiences and examines the children's experiences as products of relationships between the involved parties: the museum's agenda and the schools' agenda. The constructivist paradigm and the interpretive sociological approach illustrate the epistemological position that underpins the formulation of the research questions and the methodological framework employed. The data generation methods derive from ethnographical research methods and mainly involve interviews, observations and children's drawings. The research attempts to elucidate the parameters that shape the children's "museum theatre" experiences. These include the museum's setting and objects, the children's willingness to suspend disbelief, the interactive/participatory aspects of the experience and the opportunities given to children for reflection and generation of new understandings. The research findings underline the subjectivity of the theatrical experience, as shaped through the various objectives and expectations of the involved parties. They suggest that interplay between the event's format/content and the experience's fictional/real context is evident in the children's interpretation of their "museum theatre" experience.
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Schroeder, Catherine Marie. "Artventures: a multiple-visit school-museum program." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392313198.
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Witt, Nara Beatriz. "“Uma joia" no sul do Brasil : O Museu de História Natural do Colégio Anchieta, criado em 1908 (Porto Alegre/RS)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/151642.
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O estudo desenvolvido enfoca o Museu de História Natural do Colégio Anchieta (Porto Alegre, RS), constituído pelo padre jesuíta Pio Buck, no ano de 1908. A investigação objetiva construir a história do Museu, dando ênfase à atuação dos professores e pesquisadores jesuítas, o padre Pio Buck e o padre Balduíno Rambo, cujas práticas científicas foram fundamentais para a criação e existência deste Museu. A sua fundação ocorreu dentro do cenário de criação dos primeiros museus brasileiros, em que se pode inserir os museus de História Natural, e de criação de museus de Educação em todo o mundo, em que se pode inserir os museus escolares. As coleções formadas por objetos produzidos pela indústria e por elementos coletados na natureza formavam as coleções de História Natural do museu escolar. Esses materiais funcionavam como modelos para a compreensão e representação da natureza e da realidade, no âmbito do Método Intuitivo e Lições de Coisas. O museu escolar se configurava como um novo espaço nas escolas, em especial para o ensino de Ciências e História Natural, vinculados ao contexto científico da época. Nos colégios jesuítas, havia a tradição de estudos na área de Ciências Naturais. O Museu de História Natural do Colégio Anchieta, assim, voltava-se para o ensino de História Natural e para a pesquisa, associando a tradição científica dos jesuítas com a modernidade pedagógica do ensino no novo contexto de uma sociedade científica. A abordagem deste estudo envolve a Educação e a Museologia, estabelecendo um encontro entre a história da educação e a história dos museus, estabelecendo relações entre os museus escolares e os Museus de História Natural. O estudo tece relações do Museu voltado para as práticas do ensino, no âmbito de um museu escolar, e para as práticas da pesquisa científica, no âmbito de um museu de História Natural. A investigação verifica que o Museu reunia acervo didático e científico, com caráter voltado para o ensino e para a Ciência. A pesquisa identifica o Museu como um espaço de produção científica dos jesuítas. O estudo constrói a história do Museu através de suas práticas a partir das atuações de seus agentes como professores, pesquisadores e cientistas. Adota os pressupostos teóricos e metodológicos da História Cultural, elegendo o conceito de práticas para a abordagem. Constitui o corpus documental da pesquisa, um conjunto de documentos textuais e visuais, e artefatos. Destaca que o Museu Anchieta de Ciências Naturais, denominação atual, está entre os mais antigos museus escolares e museus de História Natural no país. Constata a importância do trabalho desenvolvido no Museu do Colégio Anchieta para o escopo das Ciências Naturais e dos museus escolares. Conclui que o museu foi associado a uma rede de Museus de História Natural e de comunicação com outros cientistas e instituiçõesThe study developed is focused on the Natural History Museum at Anchieta School (Porto Alegre, RS), by the Jesuit Priest Pio Buck, in 1908. The investigation aims to build the history of the museum, emphasizing the work of teachers and Jesuits researchers, Priest Pio Buck and Priest Balduíno Rambo, whose scientific practices were fundamental to the creation and existence of this museum. Its foundation took place in the scenario of creation of the first Brazilian museums in which you can insert the Natural History Museums and creation of Education museums all over the world, where you can insert the school museums. The collections composed by objects produced by the industry and elements collected in nature formed the collections of the Natural History Museum School. These materials served as models for the understanding and representation of nature and reality, in the framework of the intuitive Method and Thing Lessons. The school museum is configured as a new space in schools, especially in the teaching of Science and Natural History, linked to the scientific context of that time. At the Jesuit schools, there was a tradition of studies in the field of Natural Sciences. The Natural History Museum at Anchieta School, like this, was turned to the teaching of Natural History and research, combining the Jesuit scientific tradition with the pedagogical teaching modernity in the new context of a scientific society. The approach of this study involves Education and Museology, establishing a meeting between the history of Education and the history of museums, establishing relations between the school museums and the Natural History Museums. The study makes relations of the museum related to teaching practices, in a school museum and for the practices of the scientific research as a part of a Natural History Museum. The research finds that the museum brought together educational and scientific collection with character for teaching and science. The investigation identifies the museum as a space of scientific production of the Jesuits. The study builds the history of the museum through its practices from the actions of its agents as teachers, researchers and scientists. It adopts the theoretical and methodological assumptions of Cultural History, choosing the concept of practices to the approach. It constitutes the documental corpus of the research, visual and textual documents and artifacts. It points out that the Anchieta Museum of Natural Sciences, the current name, is among the oldest school museums and Natural History Museums in Brazil. It shows the importance of the work developed in the museum at Anchieta School for the scope of the Natural Sciences and school museums. It concludes that the museum was associated with a network of Museums of Natural History and communication with other scientists and institutions.
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Lange, Candy. "Marketing the visual arts in New Zealand a critical analysis of promotional material by Christchurch's art galleries : a thesis submitted to the Auckland University of Technology (School of Communication Studies) in particular fulfilment of the requirements for the degree of Master of Arts (Communication Studies), October 2007." Click here to access this resource, 2007. http://hdl.handle.net/10292/308.
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Thesis (MA--Communication Studies) -- AUT University, 2007.Includes bibliographical references. Also held in print (xi, 242 leaves : col. ill. ; 30 cm.) in the Archive at the City Campus (T 708.99383 LAN)
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Teixeira, Regina Pinheiro Penteado. "O MAM visto pelos professores: marcas de distinção." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/10799.
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Previous issue date: 2010-05-20The theme of this work, the relationship between the museum and the school, emerges from the fact that the museum offers education and the school absorbs such an offer. The problem of the proposed research branches from the sociologist Pierre Bourdieu s investigations on the relationships among the cultural capital, the geographical location and the access to cultural objects. The research s subjects are elementary school teachers from public and private schools in São Paulo county, who joined the Programa de Visitação às Exposições of the Museu de Arte Moderna de São Paulo (MAM) in 2009. We investigated how the teacher s social position in the teaching hierarchy and the location of the school reflect the professional s attendance to such visitation program. A second question concerns the assessment of the teacher s opinions about the visitation with his students. The aim of this study is to query if the teacher s opinions about the visitation to the museum reflect his social position. To achieve such a goal one hundred (100) teacher s responses to an assessment form used by the MAM s Setor Educacional - Relatório de impressões de visitas - professor -, were analyzed. The research hypothesis is that the teacher s opinions about the visitation to the museum is in line with the hierarchical position he occupies within his group, position which is the overall result of his movability within the cultured culture, his cultural capital and his working conditions. For data analysis we rely mainly on the notion of cultural capital coined by Pierre Bourdieu. To assess the quality of life, the county s Índice de Desenvolvimento Humano Municipal de São Paulo (IDH-M) was used. The results point to teacher s hierarchical differences in the geographical distribution between public and private schools. The teacher's opinions about the visitation to the art museum revealed traces of teacher s hierarchical distinction between public and private school systems, and less frequently between the levels of education in which the teacher works
O tema desse trabalho, a relação entre o museu e a escola, emerge da constatação de que o museu oferece educação e que a escola absorve tal oferta. O problema de pesquisa proposto decorre dos questionamentos do sociólogo Pierre Bourdieu a respeito da relação entre o capital cultural, o fator geográfico e o acesso aos bens culturais. São sujeitos desta pesquisa os professores do ensino fundamental da rede pública e privada do município de São Paulo que aderiram ao Programa de Visitação às Exposições do Museu de Arte Moderna de São Paulo (MAM), no ano de 2009. Investigamos como a posição social ocupada pelo professor na hierarquia docente e a localização geográfica da escola refletem na adesão deste profissional a tal programa. Uma segunda questão incide na apreensão do julgamento que o docente faz da visita ao museu de arte com o seu grupo. O objetivo deste estudo é apreender se o julgamento do professor sobre a visita espelha sua posição social. Para atingir tal objetivo foram analisadas cem (100) respostas dos professores no Relatório de impressões de visitas - professor , instrumento usado pelo Setor Educativo do MAM. A hipótese de pesquisa com a qual trabalhamos é a de que o julgamento do professor sobre a visita ao museu é consonante com a posição hierárquica que ocupa no grupo, fruto do seu trânsito na cultura culta, do seu capital cultural e das condições de trabalho docente. Para proceder à análise dos dados, nos apoiamos principalmente na noção de capital cultural cunhada por Pierre Bourdieu. Para aferir a qualidade de vida distrital foi empregado o Índice de Desenvolvimento Humano Municipal de São Paulo (IDH-M). Os resultados encontrados apontam para disparidades hierárquicas de distribuição geográfica das escolas públicas e particulares. O conteúdo da opinião do professor sobre a visita ao museu de arte revelou traços de distinção hierárquica docente entre as redes de ensino e, em menor freqüência, entre os níveis de ensino no qual o professor atua
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Garcia-Montagna, Maria Natalia. "Breathing & Playing Architecture: Bagpipe School, Museum and Workshop." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/34274.
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"This project is my way of saying thanks. My intention is to recognize the people who were able to transmit the passion and love for the land of my grandparents Asturias, with its heritage, history and music. My architectural purpose is to strengthen the tradition and culture by recovering the past. It is in this way , we will be stronger in the present and inspire future generations"Master of Architecture
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Silva, Camila Marchi da. "Museus escolares no Estado de São Paulo (1879-1942)." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/10509.
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Previous issue date: 2015-12-08Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This master s degree research and thesis aims to study school museums in the state of Sao Paulo between 1879 and 1942. The historic period of this research has been determined by legislation regarding school museums. It was first mentioned in law in 1879, after a reform entitled Leôncio de Carvalho, when school museums were acknowleged as an indispensible tool of cientific education. The final cut is delimited in 1942 when one realizes the organization of museums governed by the São Paulo State Education Code (1933), which demarcated new specifics to the presentation and use of school museums. School museums are connected to the development of intuitive method and the concept of the lessons of things . The term school museum is polissemic, mainly because school museums fulfill various purposes: keeping objects in closets, presenting parietal collections, as well as day-to-day use as classrooms. This research aims to understand how these school museums were organized, particularlly in the State of Sao Paulo, through observation of their diverse presentation and disposition. The most important question raised in this thesis is: how were they organized and which school practices they brough to their learning enviroments? The hypothesis is that the school museum goes beyond a simple deposit of objects, being an vehicule of didactive practices with particular meanings adressed both by students and teacher, which earned school museums a diverse typology. This research was conducted through written documentation, iconographic documentation and teaching artifacts and objects, which were consulted at the following archives: Public Archive of the State Of Sao Paulo, Reference Centre of the State of Sao Paulo, Reference Centre Mario Covas (School Caetano de Campos Archives), the Paulista Museum, Maristas Glória School, Arquidiocesano School, and the Didatic Book Library of Universidade de São Paulo. On these places, research consulted Teaching Yearbooks, Educational Material Requests; Teaching Programs; Correspondence; Photographs; catalogues from companies that provided school material; catalogues from companies that provided scientific material; educational books on science and magazines from the educational sector. It was concluded that the school museum was a vector for teaching practices with particular meanings given for student and teacher within the school and that its composition varied also because of investment possibilities and understanding of the requirements, which earned him several typologies
Esta pesquisa de mestrado se propõe a estudar os museus escolares no estado de São Paulo, entre 1879 e 1942. Essa periodização foi delimitada pela legislação em torno dos museus escolares, sendo a primeira menção em 1879, na Reforma Leôncio de Carvalho, e quando museus escolares são demarcados como itens imprescindíveis para o ensino científico. Já o recorte final é delimitado em 1942, quando se percebe a organização de museus regidos pelo Código de Educação do Estado de São Paulo (1933), que demarcou novas especificidades para a apresentação e o uso de museus escolares. Os museus escolares estão ligados ao desenvolvimento do método intuitivo e da propagação das lições de coisas . O termo museu escolar é polissêmico porque eles são apresentados de diferentes formas: museus para guarda de objetos em armários, coleção de quadros parietais, gabinetes e espaços em salas de aula. O objetivo do trabalho é compreender como eram organizados esses museus escolares no estado de São Paulo, observando a diversidade de suas apresentações. Pergunta-se: Como eles eram apresentados e quais práticas escolares suscitavam? A pesquisa foi feita a partir de documentação escrita, iconográfica e artefatos de ensino, consultados nos seguintes arquivos: Arquivo Público do Estado de São Paulo, Centro de Referência Mário Covas (Acervo do Colégio Caetano de Campos), Museu Paulista, Colégios Maristas Glória e Arquidiocesano, Biblioteca do Livro Didático da Universidade de São Paulo. Nesses locais foram listados: Anuários de Ensino; Pedidos de Material; Programas de Ensino; Correspondências; Imagens; Catálogos de empresas fornecedoras de produtos escolares; Catálogos de empresas de produtos científicos; Livros didáticos de ensino de Ciências; Periódico de Ensino Revista Escolar. Conclui-se que o museu escolar era um vetor para práticas didáticas, com significações particulares dadas por aluno e professor dentro da escola e que a sua composição variava, também, por conta das possibilidades de investimento e o entendimento das prescrições, o que lhe rendeu diversas tipologias
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RIBEIRO, Quitéria Lúcia Ferreira de Alencar. "Escola Normal Rural de Juazeiro do Norte: do Museu Vilas Nova Portugal à Sala de Memória Amália Xavier de Oliveira." www.teses.ufc.br, 2015. http://www.repositorio.ufc.br/handle/riufc/11771.
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RIBEIRO, Quitéria Lúcia Ferreira de Alencar. Escola Normal Rural de Juazeiro do Norte: do Museu Vilas Nova Portugal à Sala de Memória Amália Xavier de Oliveira. 2015. 134f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2015.Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-04-30T17:12:06Z No. of bitstreams: 1 2015_dis_qlfaribeiro.pdf: 3876504 bytes, checksum: 9fdf21526c24a7950798a971128064e0 (MD5)
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This dissertation has as its theme: "Normal Rural School of Juazeiro do Norte: the Museum Towns New memory room Portugal Amália Xavier de Oliveira". Objective to analyze the importance of the former Museum Towns New Portugal, created by the Normal School of Rural Juazeiro do Norte, in 1934, as part of a civilizing project, inserted into the historical context of its creation, as well as connect it to the Memory room Amália Xavier de Oliveira, created in 2007, and is currently at time of dispersion of historical and pedagogical heritage of that school. Left a few questions that paved the way to research, conceptual and methodological terms, and indicated its delineation: 1) what role played the New Villages in Portugal Museum educational environment juazeirense, in the first decades of the 20th century? 2) which would have been the duration of its functioning and why was it disabled? 3) Who played the Memory function Amália Xavier de Oliveira, when it was created and today? Therefore covers two periods: the years 1934 to 1940; and from 2008 to the present day. The study is based on the ideas of Geertz (1989) about cultural history, in studies of Maria João Mogarro (2013), about the relationship between Museum and heritage; on contribution of Norbert Elias (1993), when explores the notion of civility as the transformation process of the customs; in Malinowisk (1976) for treating culture as essential to the understanding of society. It is a historical research-descriptive lean on documentary sources, and oral literature; to understand the context of creation of such museums, and thus present their history, located in time and space, in Juazeiro do Norte-Ceará. Started by identifying conflicting ideologies regarding school Heritage Museum and in the first decades of the 20th century; recognized the role of Escolanovismo, the creation of museums of natural sciences; revealed the discontinuity present in museological experience of Juazeiro do Norte. Offers Finally, an attempt at historical reconstruction of the two museums, based on interpretation and analysis of respondents and the documents found, which function as a record and testimony of the existence of these museums, such as school, heritage threatened by lack of habit, interest and political will of its preservation and cultivation of historical memory, which could be avoided through the establishment of Normal School Education Museum Juazeiro do Norte Rural Ceará. Part of a struggle waged by former students of the school institution.
Esta dissertação cujo tema versa sobre “Escola Normal Rural de Juazeiro do Norte: do Museu Vilas Nova Portugal à Sala de Memória Amália Xavier de Oliveira”, objetiva analisar a importância do antigo Museu Vilas Nova Portugal, criado pela Escola Normal Rural do Juazeiro do Norte, em 1934, como parte de um projeto civilizador, inserido no contexto histórico de sua criação, como também conectá-la à Sala de Memória Amália Xavier de Oliveira, criada em 2007, e que se encontra, atualmente, em momento de dispersão do acervo histórico e pedagógico da referida escola. Partiu de questionamentos que embasaram a pesquisa, em termos conceituais e metodológicos, e indicaram o seu delineamento: 1) Qual papel desempenhou o Museu Vilas Nova Portugal, no ambiente educacional juazeirense, nas primeiras décadas do século XX? 2) Qual teria sido a duração do seu funcionamento e por que razão foi desativado? 3) Que função desempenhou a Sala de Memória Amália Xavier de Oliveira, quando foi criada e na atualidade? Abrange, portanto, dois períodos: 1934 aos anos de 1940; e de 2008 aos dias atuais. O estudo baseou-se nas ideias de Geertz (1989), sobre história cultural; nos estudos de Maria João Mogarro (2013), sobre a relação entre museu e patrimônio; na contribuição de Norbert Elias (1993), quando explora a noção de civilidade como processo de transformação dos costumes; e em Malinowisk (1976), por tratar a cultura como essencial para a compreensão da sociedade. Trata-se de uma pesquisa histórico descritiva, que se apoia em fontes documentais, bibliográficas e orais, para entender o contexto de criação dos referidos museus e, assim, apresentar a sua história, localizada no tempo e no espaço, em Juazeiro do Norte-Ceará. Começou por identificar ideologias conflitantes em relação à Museu e Patrimônio escolar, nas primeiras décadas do século XX; reconheceu o papel do Escolanovismo, na criação de museus de Ciências Naturais; e revelou a descontinuidade presente na experiência museológica do Juazeiro do Norte. Oferece, por fim, uma tentativa de reconstrução histórica dos dois museus, com base na interpretação e análise dos entrevistados e dos documentos encontrados, que funcionam como registro e testemunho da existência dos referidos museus, como patrimônio escolar, ameaçados pela falta de hábito, interesse e vontade política de sua preservação e cultivo da memória histórica, o que poderá ser evitado por meio da instauração do Museu da Educação da Escola Normal Rural de Juazeiro do Norte-Ceará, parte de uma luta travada por ex-alunos e professores daquela instituição escolar.
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Martell, Sandra Toro. "The good field trip : how elementary students from diverse socio-economic backgrouds learn science, art, and technology at a museum /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7832.
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Charitonos, Koula. "An investigation into the use of a microblogging technology in school trips to museums." Thesis, Open University, 2015. http://oro.open.ac.uk/44866/.
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School trips to museums are an important means of introducing young people to museum collections and may have a long-term learning impact (Falk & Dierking, 1997). At the same time, activities in museum spaces can be challenging for students who are engaged in complex learning processes. The thesis considers the use of a microblogging technology (Twitter) by a Year 9 History class (13-14s) from a secondary school in Milton Keynes during a trip to the Museum of London (http://www.museumoflondon.org.uk/). It draws on the view that mobile technologies can create a continuity of the learning experience despite changes in the physical and social context (Sharples, 2015) and contributes to the body of research on how such technologies can best support young people’s visit experience and extend it beyond the museum. The thesis is informed by sociocultural perspectives of learning with a focus on mediating artefacts in the development of understanding in situated learning activities. It draws on the Contextual Model of Learning which views the visit experience in relation to meaning making and situates this in visitors' personal, physical and sociocultural contexts (Falk & Dierking, 2000). This research employs a case-study methodology and adopts a research design that involved a pre- and post-visit approach. Evidence of students’ activity in the museum and the classroom while using Twitter is considered. The findings are based on video analysis (Ash, 2007), analysis of questionnaires, interviews and personal meaning maps (Falk et al., 1998). Evidence reveals that the use of microblogging reconfigures the museum space by creating an ‘interconnected space’. Evidence also shows that the content generated by the students was ‘designed’ for an audience and offered opportunities for new ways of engagement with objects within the context of a semi-formal visit. The analysis illustrates that prominent practices in the museum were ‘live’ communication, documentation and sharing, while in the classroom the microblogging supported the students to connect to meanings made in the museum by providing prompts for reflection and recollection. Learners were able to weave everyday informal practices related to the use of Web 2.0 technologies with formal museum visiting practices. However, the analysis also points out that learners faced some threats in the continuity of their experience and the development of their trajectories of meaning making as reflected in the three types of visit experience: the ‘focused’, the ‘hybrid’ and the ‘floating’. Drawing on this evidence, the thesis makes a distinction between ‘microblogging as a tool’, ‘microblogging as a space to create, review and share content’ and ‘microblogging as a practice’. The thesis also points to three intertwined areas of consideration for designing learning activities across contexts. These areas include: the technological properties of the tools in use, the types of activity the tools support and specific practices associated with the tools and the contexts. This work essentially contributes to the contemporary discourse around studying ‘seamless learning spaces’ (Chan et al., 2006) and has implications in designing approaches for technology-enhanced learning in museums.
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Santos, Débora Pereira dos. "Prática(s) de ensino na Escola Normal Padre Anchieta na década de 1930: o museu didático nas proposições da professora Leontina Silva Busch." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-09122014-112249/.
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Esta dissertação discute as principais contribuições de Leontina Silva Busch como professora de Prática de Ensino do Curso de Formação Profissional de Professor na Escola Normal Padre Anchieta, no ano de 1936. O aspecto importante de seu programa de ensino foi a experiência de construção do Museu Didático, cuja característica principal era a de ser um museu composto por materiais didáticos confeccionados pelas próprias normalistas para serem utilizados nas aulas práticas. Para compreender de maneira mais eficaz as práticas dessa professora, foram realizadas investigações complementares em documentação relacionada à escola, no período de 1934 a 1939. Durante esse período, a professora ocupou o cargo de assistente da 1ª Seção de Educação. Neste trabalho, há uma breve retomada do histórico pessoal, acadêmico e profissional dessa professora, com o intuito de compreender os principais aspectos de sua trajetória e dar a conhecer o lugar de onde ela fala. Consta ainda desta dissertação uma apresentação detalhada do livro Organização de museus escolares, considerado como a produção intelectual mais densa de Leontina. O texto também apresenta as principais práticas efetivadas na Escola Primária anexa à Escola Normal Padre Anchieta, em colaboração com a 1ª Seção de Educação, da qual participaram ativamente a professora Leontina e suas alunas. Dentro do recorte temporal em estudo, destaca-se o ano de 1936, por ser considerado um dos momentos de maior projeção das práticas executadas pela professora nesse educandário, as quais eram justificadas pelas aulas de Prática de Ensino e pelo modo de organização das atividades pedagógicas do curso primário anexo à Escola Normal. Registros históricos indicam que, nesse período, ocorreu um envolvimento mais intenso das alunas mestras com as problemáticas do curso Primário e, principalmente, debates a respeito dos programas escolares, promovidos entre os professores da rede pública do Estado de São Paulo, pela Diretoria do Ensino do Estado de São Paulo, visando à reorganização e à padronização do currículo das Escolas Normais. Tanto a professora Leontina quanto a Escola Normal Padre Anchieta tiveram papel fundamental neste processo, contribuindo para a configuração de um programa único para a Prática de Ensino, em 1938.This thesis discuss the main contributions from Leontina Silva Busch, as a teacher at Escola Normal Padre Anchieta for Teaching Practice for the Professional Teacher Formation Course, in the year of 1936. The important aspect of her teaching program was the experience of building the Museu Didatico, which main aspect was to be a museum compound by didactic materials, made by the normalists themselves to be used in the practical classes. In order to understand better this teacher\'s practices, extra investigations were made in school related documents, in the period of 1934 to 1939. During this period, the teacher held the position of assistant on the 1st. Seção da Educação. In this work, appears a brief retake of her personnal, academic and professional historic, aiming to understand the main aspects of her path and to make known the place where she speaks from. This essay also shows a detailed introduction of her book Organização de Museus escolares, considered as her most intelectual production. The text also shows the main practices used at Escola Primária aside to Escola Normal Padre Anchieta, colaborating with the 1st Seção da Educação, which took part actively the professor Leontina and her students. During the time analysed, the year of 1936 is high-lighted, for been considered one of the moments of bigger projection for the practices applied in this school, which were justified by the Pratica de Ensino classes and for the way was organized the pedagogical activities of the primary course aside to Escola Normal. Historic records indicate this period shows a more intense engagement of the master students with the problematics of primary course and, specially, by the discussion on the school programs, promoted among the teachers of the public system in São Paulo State, by Departamento de Educação de São Paulo, aiming the reorganizing and standardization of the curriculum of the Normal Schools. Both, professor Leontina and Escola Normal Padre Anchieta had a very important role in this process, contributing to a configuration of a unique program for Pratica de Ensino in 1938.
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Stenfalk, Mikaela. "School + Museum : An investigation into two pedagogic institutions and their architecture." Thesis, KTH, Arkitektur, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-214404.
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This project is an investigation into two pedagogic institutions - a school (for adults) and a museum (for temporary exhibitions) - and how they can interact, complement, and merge together in their common aim to educate society. In the book Beyond Learning: Democratic Education for a Human Future, Gert J. J. Biesta (Professor of Education and Director of Research at Brunel University in London) presents an alternative view on education. He states that the aim of education is to create democratic citizens, which happens best through interaction with others. The educator’s responsibility is therefore to create rooms of otherness and difference, which eventually also becomes the responsibility of the architect. As the goal is to expose different groups of people to each other, combining a school for adults and a museum should be positive. Especially since both groups visit the building with a similar mindset: to learn something. It is, however, then important that these two groups (the students and the museum visitors) also interact. Because of this, the flexibility of the building and the communication spaces becomes highly important, and became the origin of the building’s design. The plan arrangements are made to offer various possibilities of opening or closing walls in order to crate interesting paths for exhibitions throughout both communication spaces and classrooms. Depending on the situation, the building may transform between almost completely exhibition space and solely classrooms. This opens the opportunity for the school to exhibit their student’s work, and become more public, while the museum broadens its reach to people whom may not have visited the exhibition otherwise.Det här projektet är en undersökning av två pedagogiska institutioner - en kommunal vuxenskola och ett museum - och hur de två kan interagera, komplettera och sammansmälta i deras gemensamma intresse att utbilda samhället. I boken Beyond Learning: Democratic Education for a Human Future, presenterar Gert J. J. Biesta (Professor i Education and Director of Research vid Brunel University in London) ett alternativt synsätt på utbildning. Han menar att utbildningens mål är att skapa demokratiska medborgare, vilket bäst sker genom interaktion med andra som är olika en själv. Utbildarens ansvar är därför att skapa sådana rum för möten av olikheter, vilket därmed också blir ansvaret för arkitekten. Eftersom att målet är att utsätta olika grupper av individer för varandra borde en kombinerad skola och museum vara positivt. Speciellt när båda grupperna skulle besöka byggnaden med liknande inställning: för att lära sig något. Det är däremot väldigt viktigt att dessa två grupper (skolans elever och museets besökare) också interagerar. På grund av det blir byggnadens kommunikationsytor extremt viktiga och var därför utgångspunkten för byggnadens utformning. Planlösningen är utformade för att skapa så många olika rumsligheter som möjligt, med hjälp av öppningsbara väggar. Detta skapar en flexibilitet och byggnaden kan anpassas för att skapa spännande utställningsytor såväl som välfungerande klassrum och kommunikationsytor mellan dem. Utefter efterfrågan kan byggnaden transformeras från nästan enbart utställningsytor till enbart utbildningsytor. Detta öppnar inte bara för att byggnaden kan användas nästan dygnet runt, utan också för en ny typ av skola. En skola där elever får utrymme att ställa ut sina arbeten för allmänheten och ett museum som kan nå ut till samhällsgrupper som annars kanske aldrig skulle besökt museet.
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Cruz, Kymberly M. "School-Musuem Partnerships: Examining an Art Musuem's Partnering Relationship with an Urban School District." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/92.
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Art education has faced cutbacks in school funding because of the mandates and current trends in our nation’s educational policies. The United States Department of Education states that its federal involvement in education is limited. In fact, federal legislations, regulations, and other policies dictate the structure of education in every state particularly with the No Child Left Behind Act (NCLB) and now the Race to the Top (RTTT) initiative. The arts have been unfavorably impacted under the nation’s most predominant policy, NCLB, and run the risk of further adverse impacts with RTTT, regardless of the public’s support of the arts and its educational benefits. By linking federal funding to the school's yearly progress in reading and mathematics, NCLB created an environment in which art is viewed as nonessential and secondary to the academic mission of the school.
Policymakers have underestimated the critical role the non-profit cultural sector can offer to arts learning for academic support. Collaboration of the arts community with local schools expands access to the arts for America’s schools. Some schools have already adopted this strategy to tap the expertise of local community arts organizations to address the issues surrounding arts education, like the lack of funding and resources. The future of our educational system must create innovative ways for students, teachers, parents, and the community to work together in partnerships to ensure all American children is provided a high-quality education. An example of this promising practice would be to connect schools with the arts community, particularly schools and museum partnerships. School and museum partnerships have a long-standing history of collaborating with one another and therefore share a commitment to some of the same educational goals (Osterman & Sheppard, 2010).
The purpose of this study investigated features and operational logistics of successful partnerships between museums and schools. The study explored an existing partnership with an art museum and an urban public school district. To understand the elements of these partnerships, the study investigated art education and cultural governing policies, program goals and long-term goals, operation and funding. It is my hope that through this study a discourse about policy recommendations or policy-making eventually develops that could aid in the creation of successful partnering relationships to sustain art education in the state of Georgia.
In this qualitative case study, the research design utilized several methods of data collection, including semi-structured interviews, documents, and visual methods, specifically image elicited exercises as positioned by Harper (2002). Participants in the study included school administrators, principals, art teachers, and museum educators.
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Parisi-Moreno, Verónica. "El museo escolar y la biblioteca escolar. Recursos para desarrollar la competencia informacional en educación infantil y educación primaria." Doctoral thesis, Universitat de Lleida, 2021. http://hdl.handle.net/10803/671730.
Full textAbstract:
La competència informacional, que és un objectiu fonamental des de les primeres etapes educatives, es vincula a la lectura de fonts d’informació escrita i a la biblioteca escolar. Ara bé, és possible que aquests no siguin els recursos més adequats quan la competència lectora encara no ha estat plenament adquirida. En canvi, les fonts d’informació material proporcionen informació independentment de si l’alumnat sap llegir fonts escrites. Per tant, aquesta tesi es centra en el potencial de la lectura d'objectes a fi de garantir una sòlida adquisició de la competència informacional en l'alumnat d'educació infantil i primària. Sota aquest objectiu, es tracta d'establir un vincle entre la competència informacional i les fonts d'informació material. Com a resultat, es recupera el concepte de museu escolar com a recurs didàctic i s’estableixen les bases per a la incorporació d'un espai compartit entre la biblioteca escolar i el museu escolar.La competencia informacional, que es un objetivo fundamental desde las primeras etapas educativas, se vincula a la lectura de fuentes de información escrita y a la biblioteca escolar. Ahora bien, es posible que estos no sean los recursos más adecuados cuando la competencia lectora aún no ha sido plenamente adquirida. En cambio, las fuentes de información material proporcionan información independientemente de si el alumnado sabe leer fuentes escritas. Por lo tanto, esta investigación se centra en el potencial de la lectura de objetos a fin de garantizar una sólida adquisición de la competencia informacional en el alumnado de educación infantil y primaria. Bajo este objetivo, se trata de establecer un vínculo entre la competencia informacional y las fuentes de información material. De este modo, se recupera el concepto de museo escolar como recurso didáctico y se establecen las bases para la incorporación de un espacio compartido entre la biblioteca escolar y el museo escolar.
Information literacy, a key objective from early childhood education, is linked to the school library and reading written sources of information. However, these may not be the most appropriate resources when reading skills have not been fully acquired yet. In contrast, material information sources provide information regardless of whether students can read written sources. Therefore, this research focuses on the potential of reading objects to guarantee a solid acquisition of information literacy in early childhood education. As a consequence, we establish a link between information literacy and material sources of information. We also propose to reintroduce school museums as a didactic resource in formal education and create a shared space between the school library and the school museum.