Academic literature on the topic 'Professors in Museums'
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Journal articles on the topic "Professors in Museums"
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Koltai, Zsuzsa. "The role of museum learning in promoting sustainability - Comparative research in Baranya County and Landkreis Görlitz." Tudásmenedzsment 24, no. 4. különszám (November 7, 2023): 158–73. http://dx.doi.org/10.15170/tm.2023.24.k4.13.
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The study explores aspects related to the role of museums in promoting sustainability among the results of a comprehensive research entitled „The role of museum learning in strengthening resilience in peripheral regions – Comparative research in Görlitz District and Baranya County” conducted with the support of the Saxon State Ministry of Science, Culture and Tourism's Saxon Visiting Professors Program 2022. Among the many aspects of the role of museums in promoting resilience, the empirical research also dealt with how much and in what way the museums/heritage sites in the two investigated areas contribute to the promotion of sustainability through their exhibitions, programs and other initiatives. Within the framework of the comparative research, based on a stratified sampling procedure, structured interviews were conducted with museum educators, museum directors, and relevant senior colleagues of 13 Baranya County and 13 Görlitz District museums/heritage sites between October 2022 and January 2023. The study compares the activities of the museums included in the research from the two regions in terms of the extent to which they promote the realization of the following seven of the 17 Sustainable Development Goals of the UN’s Agenda 2030: health and well-being, quality education, gender equality, reducing inequalities, responsible consumption and production, action against climate change, sustainable cities and communities.
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Robles-Moral, Francisco Javier. "Valoración de los docentes de la presencia de los museos de ciencias en Internet." RELATEC Revista Latinoamericana de Tecnología Educativa 20, no. 2 (2020): 50–64. http://dx.doi.org/10.17398/1695-288x.20.2.50.
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Science museums are conducive places for the development of teaching and learning,through the participation of visitors in the activities and exhibitions offered by these centers. But,the experience in these centers does not end or begin with the physical visit, but there is acontinuation of the experience through the Internet, either through web pages or social networks.This work has focused on analyzing the assessment made by teachers of the presence of Spanishscience museums on the Internet, from the perspective of education. It has been possible to verifywhich are the channels used by the different science museums on the net, as well as which are thedidactic resources offered by these centers. The websites and social media profiles of 37 sciencemuseums were analyzed and 519 professors were asked about their assessment of the Internetpresence of science museum centers. Allowing to establish that the relationship between sciencemuseums and their presence on the Internet, for teachers, has a marked educational character,based on the availability of educational tools
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Robles-Moral, Francisco Javier. "Valoración de los docentes de la presencia de los museos de ciencias en Internet." RELATEC Revista Latinoamericana de Tecnología Educativa 20, no. 2 (2021): 49–64. http://dx.doi.org/10.17398/1695-288x.20.2.49.
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Science museums are conducive places for the development of teaching and learning,through the participation of visitors in the activities and exhibitions offered by these centers. But,the experience in these centers does not end or begin with the physical visit, but there is acontinuation of the experience through the Internet, either through web pages or social networks.This work has focused on analyzing the assessment made by teachers of the presence of Spanishscience museums on the Internet, from the perspective of education. It has been possible to verifywhich are the channels used by the different science museums on the net, as well as which are thedidactic resources offered by these centers. The websites and social media profiles of 37 sciencemuseums were analyzed and 519 professors were asked about their assessment of the Internetpresence of science museum centers. Allowing to establish that the relationship between sciencemuseums and their presence on the Internet, for teachers, has a marked educational character,based on the availability of educational tool.
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Maglevanyy, А., and V. Hrynovets. "Museums of Danylo Halytskyi Lviv National Medical University." Shidnoevropejskij zurnal vnutrisnoi ta simejnoi medicini 2020, no. 2b (December 2020): 61–64. http://dx.doi.org/10.15407/internalmed2020.02b.061.
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The paper presents an overview of the museums of the Lviv National Medical University named after Danylo Halytsky, which were formed during the existence of the Medical University School in Lviv. Many generations of professors and scientists have contributed to the formation and development of the university’s historical heritage reflected in the expositions of museums at the Lviv State Medical Institute.
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Sidorova, Irina B. "Heads, assistants and employees of the Museum of Arts and Antiques of Kazan University." Issues of Museology 13, no. 2 (2022): 280–300. http://dx.doi.org/10.21638/spbu27.2022.210.
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The article is devoted to the history of the Museum of Arts and Antiquities of Kazan University. There are different opinions in the literature about who should be considered the founder of the Museum of Arts and Antiquities, who was the first director, who, when and how carried out the reorganization of the museum. The chronological framework of the study — 1870–1922 — also includes the history of the Museum of Ethnography, Antiquities and Fine Arts, which was considered in the literature in terms of collecting local historical, archaeological and ethnographic collections, but in reality laid the foundation for the art collection of Kazan University. The article for the first time describes the circle of persons directly connected with the Museum of Arts and Antiquities of Kazan University, as well as with its predecessor — the Museum of Ethnography, antiquities and fine arts is presented in full. These are professors-heads N.A.Firsov, D.F.Belyaev, D.V.Ainalov, D.I.Naguyevsky, A.M.Mironov; keepers D.A.Korsakov, I.V. Sokolovsky, S.K.Kuznetsov, P.V.Traubenberg, assistants B.P.Denike and K.N.Kravchenko, unofficial assistants of heads, scientific consultants. Through their activities, the continuity of the development of museums, the results of the formation of the library and art collection are traced. The article traces the continuity of the development of museums, the results of the formation of a library and an art collection. The article focuses on the following aspects of the history of the Museum: the status of the museum, financial and logistical support, the number and composition of collections, the role of the museum in scientific, educational and educational work, fate in the Soviet era.
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Nepote, Juan. "The first kiss of science - From interactivity to dialogue." Journal of Science Communication 06, no. 02 (June 21, 2007): C03. http://dx.doi.org/10.22323/2.06020303.
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In the Rafael Nieto Auditorium of the National Autonomous University of San Luis Potosi Mexico, few chairs are empty. The room is full of Astrophysics professors, Solid State of Matter, Elementary Particles, Fluid Mechanics, etc. It is the 49th National Congress of Physic. Today extraordinarily- it has slip into the program an analysis round table about the new outlines in science museums in Mexico.
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Al-Jahwari, Nasser S., Khaled A. Douglas, Mohamed A. Al-Belushi, Mohamed A. Hesein, and Suliman Zakria Suliman. "Teaching Archaeology in a University Museum: Archaeology Museum at Sultan Qaboos University as a Case Study." Journal of Arts and Social Sciences [JASS] 10, no. 3 (December 31, 2019): 67. http://dx.doi.org/10.24200/jass.vol10iss3pp67-81.
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Learning environment plays an important role in the quality of the learning process, particularly in teaching archaeology. Museum environment is among the active environments contributing to this process in which it enables students to acquire skills different from those they acquire in the traditional classroom. Museums generally consist of a variety of artefacts and material that are displayed to the public, preserved, maintained and studied. University museums have an additional function: they are used as spaces for teaching and training students at all levels, particularly in the field of archaeology. Students in the museum can deal with its collections, as well as educational programs offered by their professors. A university museum offers university students with materials suitable for the study and research. It has the ability to hold a variety of educational activities, and it stimulates students' interest and motivates them to think creatively. This studyassumes that studying archaeology courses within the university museum is more useful for students than teaching within the traditional classroom of the university. To test this hypothesis, the Department of Archaeology in the College of Arts and Social Sciences at Sultan Qaboos University and its archaeology museum were taken as a case study. A number of archaeological courses are taught within this museum, while other courses are taught in traditional classrooms. In order to determine the impact of teaching of archaeological courses in the University Archaeology Museum, a questionnaire was designed to measure the degree of such an effect. It was distributed to all students studying archaeology courses in the spring of the academic year 2019 in the Department of Archaeology. The results indicate that the majority of students believe that the courses they studied at the museum contributed significantly to increasing their academic achievement and understanding of their contents more than those they studied in the normal classroom. The study has suggested the importance of using the university museum as a teaching environment that motivates students. Such environment is an important interactive source of teaching and its development and quality.
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Al-Jahwari, Nasser S., Khaled A. Douglas, Mohamed A. Al-Belushi, Mohamed A. Hesein, and Suliman Zakria Suliman. "Teaching Archaeology in a University Museum: Archaeology Museum at Sultan Qaboos University as a Case Study." Journal of Arts and Social Sciences [JASS] 10, no. 3 (December 31, 2019): 67–81. http://dx.doi.org/10.53542/jass.v10i3.3591.
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Learning environment plays an important role in the quality of the learning process, particularly in teaching archaeology. Museum environment is among the active environments contributing to this process in which it enables students to acquire skills different from those they acquire in the traditional classroom. Museums generally consist of a variety of artefacts and material that are displayed to the public, preserved, maintained and studied. University museums have an additional function: they are used as spaces for teaching and training students at all levels, particularly in the field of archaeology. Students in the museum can deal with its collections, as well as educational programs offered by their professors. A university museum offers university students with materials suitable for the study and research. It has the ability to hold a variety of educational activities, and it stimulates students' interest and motivates them to think creatively. This studyassumes that studying archaeology courses within the university museum is more useful for students than teaching within the traditional classroom of the university. To test this hypothesis, the Department of Archaeology in the College of Arts and Social Sciences at Sultan Qaboos University and its archaeology museum were taken as a case study. A number of archaeological courses are taught within this museum, while other courses are taught in traditional classrooms. In order to determine the impact of teaching of archaeological courses in the University Archaeology Museum, a questionnaire was designed to measure the degree of such an effect. It was distributed to all students studying archaeology courses in the spring of the academic year 2019 in the Department of Archaeology. The results indicate that the majority of students believe that the courses they studied at the museum contributed significantly to increasing their academic achievement and understanding of their contents more than those they studied in the normal classroom. The study has suggested the importance of using the university museum as a teaching environment that motivates students. Such environment is an important interactive source of teaching and its development and quality.
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Kelentey, Barna. "MUSEUM OF THE FACULTY OF DENTISTRY." Gerundium 13, no. 1-2 (June 24, 2022): 228–35. http://dx.doi.org/10.29116/gerundium/2022/1-2/16.
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. In 2013, the Faculty of Dentistry (University of Debrecen) established a museum. The part of the museum, created primary, deals with the past of the faculty, documenting the establishment of its predecessor, the Stomatology Polyclinic, and later the Clinic itself. Its professors are ranged until the year 2000 and the textbooks and manuals in Hungarian-language are presented from 1871 to 1948. The world's first dental journal from 1839 and the first Hungarian-language newspaper from 1892 are also shown. Longstanding tools and instruments are correspondingly on display. Dental posters, recon bills and other old documents can also be seen. The glass-walled contemporary dental office, established in 2017, displays three classical dental units and machinery from the 1880s to the 1930s. A contemporary medical cabinet displays old tools, medications, and dental materials. On the wall besides the original poster, the medical diploma and the old photo, a medical caricature can also be seen. The museum principally collects contemporary dental tools and documents related to Hungary and holds only original resources. One of the largest dental museums in Hungary has been established over the years
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Czachowski, Hubert. "MARIA ZNAMIEROWSKA-PRÜFFER – AN ETHNOLOGIST AND MUSEOLOGIST." Muzealnictwo 60 (July 19, 2019): 154–62. http://dx.doi.org/10.5604/01.3001.0013.2974.
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Born in Kybartai, Lithuania, on 13 May 1898, in the 1930s Maria Znamierowska studied ethnology at the Stephen Batory University (USB) in Vilnius under Prof. Cezaria Baudouin de Courtenay-Ehrenkreutz and Prof. Kazimierz Moszyński. She began working at the University Ethnographic Museum established by Prof. Ehrenkreutz; apart from the collection of material culture, the Museum researched into and collected records of oral and musical folklore. M. Znamierowska organized exhibitions on folk construction, and investigated folk fishery, the topic she dealt with in her MA thesis and doctoral dissertation. In 1925, she married the zoologist and entomologist Prof. Jan Prüffer. Following WW II, Znamierowska-Prüffer and a group of USB professors came to Toruń, where she was employed as lecturer at the Chair of Ethnology and Ethnography of the Nicolaus Copernicus University (UMK). She made attempts to establish an ethnographic museum resembling the Vilnius one at her Chair, however, she was only able to set up an ethnographic section at the Toruń City Museum (1946-1958). Having received Professor’s title in 1955, in 1959 she launched a separate Ethnographic Museum in Toruń, additionally establishing an ethnographic park by the museum. Her most important exhibition: ‘Traditional Folk Fishery in Poland’, was mounted in 1963. Committed to creating open-air museums in Poland, M. Znamierowska-Prüffer also released publications on ethnographic museology. Having headed the Toruń institution for 13 years, she left the Museum boasting the collection of 15,000 exhibits and an ample Folklore Archive. In 1958-1963, she headed UMK’s Chair of Ethnography, however giving museology lectures until 1988. She participated in numerous ethnology and museology conferences around Europe. An active member of the Polish Folklore Association, she held various positions in its structures until 1978, when she became its honorary member. Retired, she continued her in-field research, and worked on her last publication meant to recapitulate all her research into fishery (1988). She died in Toruń in 1990, and was buried there. The Toruń Ethnographic Museum has been named after her since 1990.
Dissertations / Theses on the topic "Professors in Museums"
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Viladot, Barba Pere. "Motivacions, expectatives i objectius del professorat en les visites als museus de ciència." Doctoral thesis, Universitat de Barcelona, 2015. http://hdl.handle.net/10803/396192.
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La tesi planteja com a pregunta de recerca quines són les motivacions, les expectatives i els objectius del professorat a l’hora d’organitzar visites als museus i centres de ciència amb els seus alumnes. Per respondre la pregunta, la finalitat principal es proposava conèixer, descriure i categoritzar les característiques del centres i dels docents, les seves motivacions per visitar el museu, les expectatives quant al vincle amb el currículum i al model didàctic i els objectius que tenen pel que fa al moment de desenvolupament del tema en què es produeix la visita. Atesos els canvis produïts al museu objecte de la investigació entre les dues fases de la recerca, es pretenia també saber els possibles modificacions en el perfil dels docents i les seves motivacions, expectatives i objectius, de cara a definir els factors que han de ser tinguts en compte a l’hora de desenvolupar el model didàctic del museu.
El marc teòric sobre el que se sustenta parteix de l’anàlisi de la literatura que ens mostra la percepció que tenen els ciutadans sobre la ciència i les idees que orienten l’educació científica al segle XXI, continua amb l’anàlisi de l’educació als museus i els models de museus de ciència segons la seva proposta didàctica i finalitza amb l’anàlisi dels treballs que s’han portat a terme arreu sobre motivacions, expectatives i objectius dels docents quan porten els seus alumnes als museus de ciència.
La investigació portada a terme es pot considerar descriptiva, amb un objectiu avaluatiu i atenent a les variables recollides, de caire ex-post-facto. L’obtenció de dades ha combinat la metodologia quantitativa en base a una enquesta de preguntes tancades a 308 docents i la metodologia qualitativa basada en entrevistes semiestructurades a 7 experts en gestió de museus i formació del professorat, un grup de discussió amb educadors del museu i 10 docents usuaris del museu. La recollida de dades es va realitzar els anys 2008 i 2012 entre els quals el museu va patir un gran canvi.
L’anàlisi de les dades quantitatives de l’enquesta ha estat desenvolupat a partir del tractament estadístic realitzat amb el programari SPSS V.13 a partir del qual es van obtenir estadístics descriptius i es van aplicar proves d'estadística inferencial paramètriques i no paramètriques. En el cas de les dades qualitatives, es va realitzar la transcripció completa de les entrevistes i del grup de discussió Per poder analitzar les respostes, es va seguir un procediment d’anàlisi fenomenològic, creant una base de dades Access 2007 extraient unitats de significat rellevants que van ser codificades amb codis descriptius agrupats en famílies i aquestes en grups de significat.
Els resultats obtinguts han estat discutits amb els referents de la literatura examinada al marc teòric i també amb l’opinió dels experts expressada a la fase I. En aquest sentit es destaquen aquells aspectes que la nostra recerca corrobora o contradiu, així com les noves aportacions que fa en l’àmbit de les motivacions, expectatives i objectius dels docents. Hem observat alguns comportaments comuns a diferents llocs del Món i, a la vegada, una gran diversitat de situacions que fan molt complexa la realització d’activitats en un museu de ciències. Aquest fet ens ha portat a desenvolupar recomanacions d’actuació tant en el camp de la gestió del servei educatiu del museu com en la didàctica emprada en les activitats. Es proposen també algunes línies de recerca que poden derivar de la tesi
Finalment s’extreuen conclusions que, en síntesi, indiquen que el museu ha de treballar col·laborativament amb l’escola ja que no n’és un simple complement curricular. L’educació científica escolar pateix d’uns dèficits descrits al marc teòric malgrat les moltes experiències de centres educatius concrets que trenquen la rutina. En aquest sentit, el museu aporta per la seva part una manera de fer que, en col·laboració amb l’escola, pot determinar nous enfocaments innovadors.The thesis research question arises as to what are the motivations, expectations and objectives of teachers in organizing visits to science museums with their students. The main purpose was to know, describe and categorize the characteristics of schools and teachers, their motivations for visiting the museum, expectations regarding the link with the curriculum and teaching model and the goals they have for the moment in which the visit occurs. Given the changes in the museum under investigation between the two phases of the research, it was intended also to know the possible evolution in the profile of teachers and the research question in order to define the factors that must be taken into account when developing the teaching model of the museum. The theoretical framework begins with the ideas that guide science education in the XXI century and the analysis of the models of education in science museums. The study of the international researches that has been carried out about motivations, expectations and objectives of teachers is the basis for the analysis and discussion of the results. The research may be considered descriptive, with a goal to assessment and ex-post-facto. The data collection combined the quantitative methodology based on a survey to 308 teachers and the qualitative methodology based on semi-structured interviews to an amount of 17 experts and teachers. It was conducted in 2008 and 2012. The analysis of the survey data was developed from the statistical treatment performed with SPSS V.13 software from which it was obtained descriptive statistics and parametric and non-parametric statistical inference testing were applied. For the qualitative data, the full transcript of the interviews was realized to analyze the responses, following a phenomenological analysis procedure, creating an Access 2007 database by extracting relevant units of meaning that were encoded with descriptive codes grouped into families and those in groups of meaning. The results have been discussed with related literature and the experts’ opinion expressed in phase I. In this regard we highlight those aspects of our research that corroborates or contradicts them, as well as new contributions in the field of motivations, expectations and objectives of teachers. We noticed some common behaviour in different parts of the world and at the same time, a variety of complex situations when carrying out activities in a science museum. This has led us to develop recommendations for action both in the management of the museum's educational service as in teaching activities. It is also proposed some new researches that may result from the thesis. Finally, conclusions for each research question are drawn, in short, indicating that the museum should work collaboratively with the school because the museum is not only a curricular complement. The scientific education school suffers from deficits described in the theoretical framework despite the many experiences of specific schools that break the routine. The museum meanwhile, provides a way to do that in co-operation with the school that can determine new innovative approaches.
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Peres, Diana Tubenchlak 1982. "Um pé em cada canoa : professores de artes entre museus e escolas /." São Paulo, 2017. http://hdl.handle.net/11449/151158.
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Orientador: Rita Luciana Berti BredariolliBanca: Sumaya Mattar
Banca: Luiza Helena da Silva
Resumo: Escolas e museus de arte se relacionam, sobretudo, através das visitas de estudantes acompanhados por seus professores às exposições. Nesse estudo conheceremos cinco professores de artes, que ao longo de suas vidas frequentam as programações oferecidas pelos museus, e as reverberações que este habito cultural pode oferecer para o desenvolvimento do ensino de arte nas escolas que lecionam. Como processo, optei por entrevistas semi-estruturadas com ênfase nas histórias de vida dos participantes, momentos de emersão de suas relações com a arte e espaços museológicos desde a infância aos dias de hoje. Além do convite a produzir um trabalho poético com a mesma temática. A partir dos elementos trazidos pelos professores construímos enlaces com a pesquisa bibliográfica para as discussões sobre o desenvolvimento da "Proposta triangular"; o museu como espaço de formação continuada e experiência; os fluxos entre museus de arte e escolas e o papel do professor de artes no processo de formação de público. Dois exemplos de trabalhos desenvolvidos em escolas a partir do vivido pelos professores nos museus foram trazidos para dialogarmos sobre a presença da arte contemporânea em sala de aula e as relações criadas entre arte e vida
Resume: Écoles et musées d'arts rentrent en relation, notamment, grâce aux visites des expositions organisées par les enseignants avec leurs élèves. Dans cette recherche nous avons suivi cinq professeurs d'arts qui au long de leurs parcours fréquentent les programmes offerts par les musées. Nous nous sommes intéressés aux traces laissées par cette habitude culturelle dans le développement de l'enseignement des arts dans les écoles où ils enseignent. En ce qui concerne la méthodologie, j'ai opté pour les entretiens semi-structurés tout en soulignant les histoires de vie des participants, les origines de leurs relations avec les arts et les espaces muséologiques depuis l'enfance. Les participants ont été également invités à produire en travail poétique sur ces thématiques. A partir des éléments apportés par les professeurs, nous avons construit les liens avec la recherche bibliographique afin de nourrir les débats autour de la « Proposition triangulaire » : le musée comme espace de formation continue et d'expériences ; les flux entre les musées et les écoles et le rôle du professeurs d'arts dans le processus de formation de public. Deux exemples de travaux développés dans les écoles à partir du vécu des professeurs dans les musées ont été retenus pour établir ce dialogue sur la présence des arts contemporains dans la salle de classe et les rapports entre les arts et la vie
Mestre
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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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Pugliese, Adriana. "Os museus de ciências e os cursos de licenciatura em ciências biológicas: o papel desses espaços na formação inicial de professores." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-05042016-132945/.
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Diferentes são os vieses para a inserção dos espaços de educação não formal na formação do professor, assim como distintas podem ser as interpretações das orientações legais nesse contexto. Assume-se que os museus, especialmente os de ciências, e suas exposições possuem uma didática e currículo próprios e contribuem no processo de formação do professor de biologia, seja como campo de produção de conhecimento seja pelo aporte cultural que representam. Esta pesquisa teve como objetivo caracterizar a inserção das atividades de campo e museus no discurso pedagógico dos cursos de formação inicial do professor de biologia. O referencial teórico-metodológico baseia-se nas teorias de currículo, em especial a do discurso pedagógico de Bernstein. A partir de uma metodologia qualitativa, foram elencados três cursos de Licenciatura em Ciências Biológicas como objeto de análise, baseados nos seguintes critérios: pertencerem a universidades públicas, o conceito no ENADE e a posição geográfica. Os dados foram obtidos via entrevistas e análise documental. A análise de documentos oficiais da Educação Básica e da Superior mostrou a obrigatoriedade da temática museal na formação do professor de biologia e no ensino de ciências contemporâneo. Foi feita uma análise descritiva dos currículos das instituições considerando o projeto pedagógico e matrizes curriculares. Sobre as relações entre os discursos obteve-se: (1) análise exclusiva sobre as relações entre os discursos dos componentes curriculares (sem uma temática específica) e (2) análise das relações entre os discursos de tais componentes a partir da inserção da temática de atividades de campo e visitas a museus. A proposta de um ensino que visa à interdisciplinaridade influenciou os graus muito fraco (1) e fraco (2) das categorias de classificação atribuídas ao curso da UFABC (C-- e C-, respectivamente). A análise curricular da UNESP Assis obteve graus fraco (1) e forte (2) (C- e C+, respectivamente). Ao curso da UNIRIO atribuiu-se grau forte de classificação aos dois instrumentos (C+). Quanto maior for o esbatimento das fronteiras entre os componentes curriculares, mais os discursos de tais componentes dialogam. Parte dos cursos está em processo de reforma curricular e algumas adequações são esperadas em breve. Constata-se que o órgão regulador da área das Ciências Biológicas exerce forte influência no currículo de formação do professor, apesar de não se constituir como o Campo de Recontextualização Oficial, papel este desempenhado pelo MEC. Os dados mostraram que as atividades de campo e visitas a museus são legitimadas como: metodologias de ensino nas universidades (tanto nas disciplinas didático-pedagógicas como nas de formação geral); conteúdo específico de uma área de conhecimento na formação do professor; horas de estágio curricular obrigatório; e atividades complementares. Dependendo de qual componente curricular contemple a temática museal (obrigatório ou optativo) tem-se maior ou menor número de professores discutindo sobre tal temática durante a formação inicial. As práticas de divulgação e popularização da ciência se constituem como demandas relevantes a serem contempladas na formação de professores dessa área. Assim, as diferentes entradas da temática museal nos cursos de formação inicial contribuem para estreitar as relações interinstitucionais (universidade, escola e museu).Different are the biases to the inclusion of non-formal education spaces in teacher education, as well as different can be interpretations of legal guidelines in this context. It is assumed that museums, especially the sciences ones, and its exhibits have an own didactic and curriculum and contribute in the education of the biology teacher, whether as knowledge production or by the cultural contribution they represent. This research aimed to characterize the insertion of field activities and museums in the pedagogical discourse of the initial educational courses of the biology teacher. The theoretical and methodological framework is based on the curriculum theories, especially in Bernsteins pedagogical discourse. From a qualitative methodology, it was listed three Biological Sciences Degree courses as the object of analysis, based on the following criteria: belong to public universities, the concept in ENADE and the geographical position. Data were collected through interviews and document analysis. The analysis of official documents of Basic and Higher Education showed the museum theme as being obligatory in teacher education of biology and also in the contemporary teaching of sciences. A descriptive analysis of the institutions curricula was implemented considering the education program and their curriculum matrices. Concerning on the relations between the discourses was obtained: (1) exclusive analysis of the relations between the discourses of the curricular components (without a specific subject) and (2) analysis of the relationship between the discourses of such components from the inclusion of the subject of field activities and visits to museums. The proposal for a training that aims the interdisciplinary influenced the very weak degrees (1) and weak ones (2) of the classification categories assigned to the course of UFABC (C-- and C-, respectively). The curriculum analysis of UNESP Assis obtained weak degrees (1) and strong (2) (C- and C+, respectively). To the course of UNIRIO was attributed the strong grade rating to the two instruments (C+). As higher are the blurring of boundaries between the curricular components, more frequent are the dialogues between the speeches of such components. Part of the courses is on curriculum reform process and some adjustments are expected soon. It was noticed that the regulatory authority in the area of Biological Sciences has a strong influence in the teacher education curriculum, although not incorporated as the official recontextualization field, this role is played by the MEC. The data showed that the field activities and museum visits are legitimized as: teaching methodologies in universities (in didactic and pedagogical disciplines as in those of general education); specific content of a knowledge area in teacher education; mandatory curricular training hours; and complementary activities. Depending on which curricular component the museum theme is contemplated (mandatory or optional) it has a larger or smaller number of teachers discussing this subject during the initial training. The practices of dissemination and popularization of science constitute relevant demands to be included in teacher training in this area. Thus, the different entrances of the museum theme in initial training courses contribute to the strengthening of inter-institutional relations (university, school and museum).
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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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Ovigli, Daniel Fernando Bovolenta [UNESP]. "As pesquisas sobre educação em museus e centros de ciências no Brasil: estudo descritivo e analítico da produção acadêmica." Universidade Estadual Paulista (UNESP), 2013. http://hdl.handle.net/11449/102006.
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ovigli_dfb_dr_bauru.pdf: 2921155 bytes, checksum: 7f0452ae040aea416c9d2dc3b1457e59 (MD5)Ao longo das últimas quatro décadas ocorreu um grande crescimento da área de pesquisa em educação em ciências no Brasil. Frente ao volume da produção científica da área, são necessários estudos de caráter inventariamnte e descritivo, denominados pesquisas de estado da arte, ainda pouco encontrados na literatura científica brasileira, em especial no campo da educação em ciências. Nesse contexto, o objetivo desta tese reside na identificação e descrição das principais características e tendências das pesaquisas desenvolvidas em uma subárea da educação em ciências, a educação em museus e centros de ciências. Foram mapeadas investigações produzidas por pesquisadores brasileiros e divulgadas sob a forma de teses e dissertações, no período de 1970 a 2010. Trata-se e uma pesquisa de natureza qualitativa e quantitativa, que realiza uma análise documental histórico-bibliográfica a qual congrega 153 trabalhos, sendo 122 dissertações e 31 teses. Seis categorias de análise foram construídas a partir do material empírico: (i) programas, ações e exposições; (ii) aprendizagem; (iii) formação de professores e outros agentes educacionais; (iv) história dos museus e exposições; (v) organização e funcionamento dos museus de ciências e (vi) tecnologias da informação e comunicação nos museus de C&T. As defesas ocorreram predominantemente no eixo Rio-São Paulo, em sua maioria na última década, evidenciando que área em questão caracteriza-se emergente no campo da educação em ciências
An expressive growth in Brazilian research on science education has been seen over the past four decades. The volume of the scientific production in this field demands studies to describe and analyze the research output, named state of the art empirical studies, which have been rare in Brazilian scientific literature, particularly in the science education field. In this context, the overall goal of this thesis was to identify and describe the main features and trends of the research in the science museums field developed by Brazilian researchers and published in the form of doctorate thesis and master dissertations from 1970 to 2010. This is a qualitative and quantitative research, based on bibliographical review. In total, 153 scientific pieces were mapped, from which 122 are dissertations and 31 are thesis. Six categories of analysis were constructed based on the empirical data: (i) programs and exposures, (ii) learning, (iii) teachers training and other educational agents, (iv) museums and exposures history, (v) organization and functioning of science museums and (vi) communication technologies in science and technology museums. Dissertations and thesis were mainly developed in the Rio-São Paulo region, mostly in the last decade, showing that this field can be characterized as emerging in science education
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Ovigli, Daniel Fernando Bovolenta. "As pesquisas sobre educação em museus e centros de ciências no Brasil : estudo descritivo e analítico da produção acadêmica /." Bauru, 2013. http://hdl.handle.net/11449/102006.
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Orientador: João José CaluziBanca: Daniela Franco Carvalho Jacobucci
Banca: Danilo Rothberg
Banca: Jorge Megid Neto
Banca: Regina Celia Baptista Belluzzo
Resumo: Ao longo das últimas quatro décadas ocorreu um grande crescimento da área de pesquisa em educação em ciências no Brasil. Frente ao volume da produção científica da área, são necessários estudos de caráter inventariamnte e descritivo, denominados pesquisas de estado da arte, ainda pouco encontrados na literatura científica brasileira, em especial no campo da educação em ciências. Nesse contexto, o objetivo desta tese reside na identificação e descrição das principais características e tendências das pesaquisas desenvolvidas em uma subárea da educação em ciências, a educação em museus e centros de ciências. Foram mapeadas investigações produzidas por pesquisadores brasileiros e divulgadas sob a forma de teses e dissertações, no período de 1970 a 2010. Trata-se e uma pesquisa de natureza qualitativa e quantitativa, que realiza uma análise documental histórico-bibliográfica a qual congrega 153 trabalhos, sendo 122 dissertações e 31 teses. Seis categorias de análise foram construídas a partir do material empírico: (i) programas, ações e exposições; (ii) aprendizagem; (iii) formação de professores e outros agentes educacionais; (iv) história dos museus e exposições; (v) organização e funcionamento dos museus de ciências e (vi) tecnologias da informação e comunicação nos museus de C&T. As defesas ocorreram predominantemente no eixo Rio-São Paulo, em sua maioria na última década, evidenciando que área em questão caracteriza-se emergente no campo da educação em ciências
Abstract: An expressive growth in Brazilian research on science education has been seen over the past four decades. The volume of the scientific production in this field demands studies to describe and analyze the research output, named state of the art empirical studies, which have been rare in Brazilian scientific literature, particularly in the science education field. In this context, the overall goal of this thesis was to identify and describe the main features and trends of the research in the science museums field developed by Brazilian researchers and published in the form of doctorate thesis and master dissertations from 1970 to 2010. This is a qualitative and quantitative research, based on bibliographical review. In total, 153 scientific pieces were mapped, from which 122 are dissertations and 31 are thesis. Six categories of analysis were constructed based on the empirical data: (i) programs and exposures, (ii) learning, (iii) teachers training and other educational agents, (iv) museums and exposures history, (v) organization and functioning of science museums and (vi) communication technologies in science and technology museums. Dissertations and thesis were mainly developed in the Rio-São Paulo region, mostly in the last decade, showing that this field can be characterized as emerging in science education
Doutor
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Gewerc, Monique. "Formation culturelle des enseignants : qu'offrent les musées de la ville de Rio de Janeiro ?" Electronic Thesis or Diss., Université Côte d'Azur, 2022. http://www.theses.fr/2022COAZ2002.
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Cette thèse cherche à comprendre l'apport des musées d'art de la ville de Rio de Janeiro en tant que lieu de formation culturelle et esthétique des enseignants de l´école primaire et la relation que ces professionnels établissent avec les musées. Appréhender la formation culturelle comme étant à la fois un droit et un contenu de la formation des enseignants implique de concevoir la diversité, la continuité et la médiation comme faisant partie des principes éthiques, politiques et esthétiques de la dimension humaine de la formation des enseignants. La formation culturelle est comprise comme un processus intentionnel, continu, médiatisé, réflexif et partagé qui mobilise des expériences esthétiques et contribue à une éducation à la diversité par l'exercice de l'altérité et le partage de la sensibilité. Avec le soutien d'auteurs du domaine de l'éducation et de l'éducation muséale, le concept de formation esthétique et culturelle est abordé à partir d'un examen théorique, du point de vue des enseignants et des éducateurs de musée. Comme ressources méthodologiques, un questionnaire en ligne a été proposé aux enseignants de l’école maternelle et élémentaire, des entretiens semi-directifs ont été menés avec des éducateurs de musées et une analyse documentaire de musées sélectionnés complète la construction des données. Les résultats de la recherche indiquent que, malgré une sous-utilisation du musée d'art comme lieu de formation, les musées étudiés proposent des activités qui privilégient la créativité des enseignants, l'écoute et la circulation des connaissances. Du côté des enseignants, on a pu constater que la notion de formation culturelle n'est pas claire et, en général, l'idée d'accès à des biens culturels légitimes prévaut comme norme. Cette perception affecte la relation que les enseignants interrogés établissent avec les équipements culturels de la ville et la vision compensatoire qui traverse leurs pratiques avec les enfants. Cependant, certains résultats laissent apparaitre des voix dissonantes qui associent une formation culturelle à une formation sensible qui transforme la subjectivité du sujet et privilégie la diversité et l'altéritéThis thesis seeks to understand the contribution of art museums in the city of Rio de Janeiro as a locus of cultural and aesthetic training for teachers in the early years of basic education and the relationship that teachers establish with these cultural spaces. Understanding cultural training as a right and part of teacher training implies assuming diversity, continuity and mediation as part of ethical, political and aesthetic principles of humanizing teacher training. Cultural formation is configured in an intentional, continued, mediated, reflexive and shared process that provides aesthetic experiences so that cultural formation is not just a veneer that represents only one voice. With the support of authors from the field of Education and Museum Education, the concept of aesthetic and cultural formation is approached from a theoretical review, from the perspective of teachers and museum educators. An online questionnaire, interviews and document analysis were the data production tools used. The research findings indicated that, despite an underutilization of the art museum as a place of formation, the investigated museums offer activities that prioritize the authorship and creativity of teachers in a process that involves listening and the permeability of knowledge. As for the teachers, it was possible to observe that the concept of cultural training is not clear and, in general, the idea of access to legitimate cultural goods prevails as a model. This perception affects the relationship that the teacher establishes with the city's cultural facilities and the compensatory vision that runs through his practice with children. However, it was also possible to observe the emergence of dissonant voices that associate a cultural formation with a sensitive formation that transforms the subjectivity of the subject and privileges diversity and otherness
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Jacobucci, Daniela Franco Carvalho. "A formação continuada de professores em Centros e Museus de Ciencias no Brasil." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252919.
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Orientador: Jorge Megid NetoTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Os centros e museus de ciências têm se configurado como espaços educativos no Brasil desde a década de 1960, por meio da divulgação científica, da articulação com as escolas de forma direta ou indireta e da formação continuada de professores. Vários estudos analisaram essas experiências, não havendo na atualidade um estudo sobre os processos formativos de professores realizados por esses núcleos, inclusive sendo polêmica a questão do envolvimento ou não desses espaços diretamente com a educação formal. Nesse contexto, esta pesquisa teve por intuito investigar as ações de formação continuada de professores em centros e museus de ciências no Brasil, na atualidade, e caracterizar os modelos de formação adotados por esses núcleos de divulgação científica. Realizou-se um estudo de caso abrangendo doze núcleos de divulgação científica distribuídos pelas cinco regiões geográficas brasileiras. Entre outubro de 2004 e dezembro de 2005, foram realizadas visitas investigativas para coleta de dados, envolvendo o resgate de documentos produzidos por esses núcleos, observação ¿in loco¿ dos espaços e das atividades desenvolvidas, em especial os programas de formação continuada de professores, e entrevistas com as respectivas equipes técnicas. Na revisão de literatura é evidenciado o papel histórico e atual dos centros e museus de ciências no Brasil, a problemática da formação continuada de professores e os principais modelos teóricos de formação de professores. Formulou-se uma discussão sobre as ações e os modelos de formação de professores adotados pelos núcleos de divulgação científica no país, destacando-se os papéis assumidos pelos professores da educação básica ao participarem dos programas de formação continuada promovidos pelos núcleos investigados e as contribuições desses núcleos para a formação de professores na atualidade. Ao todo, foram analisados catorze programas oferecidos pelos núcleos, sendo que seis foram classificados como pertencentes ao modelo clássico de formação de professores, outros seis se enquadraram no modelo prático-reflexivo, e dois no modelo emancipatório-político. Assim, observa-se que enquanto nos anos 60 e 70 a grande maioria dos programas de formação de professores nos centros e museus de ciências pertencia ao modelo clássico, centrado em programas planejados e executados por uma equipe de especialistas, sem levar em consideração a prática e experiência profissional dos professores, atualmente há maior incidência em ações formativas centradas no modelo prático-reflexivo, e inclusive algumas no modelo emancipatório-político, propiciando a realização de programas de formação de professores com base na reflexão sobre a prática, na autonomia docente, e na compreensão dos problemas educacionais em um contexto sócio-político e histórico mais amplo
Abstract: Science centers and science museums in Brazil have been configured as educational places since 1960, through science divulgation, direct or indirect school partnership and continuing teacher education programs. Many studies had analyzed these experiences, but nowadays, there is no study about the process of teachers¿ formation in these centers, besides, it is controversial that these places are directly involved with formal education. In this context, this research had for intention investigate the continuing teacher formation actions in Brazilian science centers and science museums, in the present time, and to characterize the models of continuing education adopted by these places. A case study was conducted enclosing twelve science centers spread over five Brazilian geographic regions. Between October 2004 and December 2005, investigative visits to these science centers had been carried out for data collection, involving the rescue of documents produced by these centers, ¿in loco¿ observation of spaces and science activities, specially the teachers continuing formation programs, and interviews with the respective technical staff. In the literature revision it is evidenced the historical and current role of the science centers and science museums in Brazil, the problematic of continuing teacher education, and the main theoretical models of teacher education. A discussion was formulated on actions and teacher education models utilized by the science divulgation centers in the country, focusing on the roles assumed by the basic education teachers when participating of the center continuing formation programs investigated, and the contributions of these centers for the formation of teachers in the present time. On the whole, fourteen programs offered by these centers had been analyzed. Six of them were classified as belonging to the classical model teacher formation, other six were included in the practical-reflexive model of teacher formation, and two programs were classified as emancipatory-political model of teacher formation. Thus, it is observed that while in 1960 and 1970 years the great majority of the programs developed in science centers belonged to the classic model, centered in programs planned and executed by specialists, without taking in consideration the practical and professional experiences of the teachers, currently, there is a higher incidence in formative actions planned on the practical-reflexive model, and also some programs on emancipatory-political model of formation, propitiating the accomplishment of formation programs based on the reflection of the professional practical, on the teaching autonomy, and on understanding of the educational problems in a wider social-political and historical context
Doutorado
Ensino, Avaliação e Formação de Professores
Doutor em Educação
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Mauler, Danielle Berzoini. "Professores no Museu de Arte Murilo Mendes: leituras e significados no espaço museal." Universidade Federal de Juiz de Fora, 2015. https://repositorio.ufjf.br/jspui/handle/ufjf/169.
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FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais
As discussões feitas hoje acerca de museus são muito consistentes no que se refere à dimensão educativa dessas instituições. Baseiam-se, sobretudo, no fato de que, para cumprir a função social de educar, devem apresentar-se na condição de formuladores de argumentos críticos que levem seus visitantes a reflexões, dúvidas, questionamentos, conflitos, confrontos. Para atingir esse objetivo é necessário que se constituam como espaços democráticos, permeáveis, dispostos a manter relações dialógicas com seus visitantes e com a comunidade em que se inserem. Buscar compreender o processo de compartilhamentos e trocas que os professores estabelecem com o museu na construção de percepções e entendimentos do espaço museal e de seus acervos representa, portanto, tentar entender o próprio museu como espaço educativo a partir da ótica do sujeito que se educa. Diante desse contexto, procurei conhecer as leituras que os docentes fazem do espaço museal – mais especificamente do Museu de Arte Murilo Mendes – UFJF – e das significações e ressignificações que produzem em visita a exposição de objetos do acervo dessa instituição. A metodologia empregada é a que se descreve como de abordagem qualitativa, sendo usados como instrumentos para a investigação a observação participante, o diário de campo, as entrevistas semiestruturadas e a interpretação dos dados obtidos. O respaldo teórico para a pesquisa realizada foi encontrado principalmente nas obras de autores que se dedicam ao campo da educação em museus, como Mário Chagas, Francisco Régis Lopes Ramos, Júnia Sales Pereira, Silvia Alderoqui e Constanza Pedersoli e Ignacio Díaz Balerdi. Ao concluir a investigação, verifiquei que as leituras que os professores fazem do espaço museal estão sempre relacionadas às suas histórias de vida, à prática pedagógica, mas também que as significações que ali produzem podem modificar-se e alargar-se na medida em que se sentem convidados a visitar esse espaço e se sentem à vontade para frui-lo.
The discussions in nowadays about museums are very consistent in relation to the educational dimension in those institutes. Based on, mainly, the fact that, to fulfil it’s social role of education, must be on condition of formulators of critical arguments that take your visitors to reflections, doubts, questions, conflicts, confrontation. In order to achieve this goal is necessary that are former democratic areas, permeable, to stand for dialectic relationship with your visitors and community. To understand the process of sharing or exchanging the professor establishes with museum in a construction of perceptions and understanding of museum space and of their collections represent. Therefore, try to undertand the own museum like a educational area, in a perspective of liable who educates. In light of this context, I looked know the readings that teachers doing of museum space – specifically Murilo Mendes Museus of Art – UFJF – and meanings and redimensioning that produce to visits on exhibition of archives’s objects in this founding. The methodology employed is describe like of quality approach, being used as tools of research the participant observation, the field diary, the interviews semi-structured and the interpretation of the data collected. The theoretical knowledge for the research conducted was found, mainly, in that work of such writers who devoted to the field of education in museums, like Mário Chagas, Francisco Régis Lopes Ramos, Júnia Sales Pereira, Silvia Alderoqui e Constanza Pedersoli e Ignacio Díaz Balerdi. To conclude this investigation, I have seen that the readings who the teachers do of museum area will be linked a part of their life story, the pedagogical practice, but also that the significations produced will be modify and extending as those they feel invited to visit the area and feel comfortable for enjoy.
Books on the topic "Professors in Museums"
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M, Pearce Susan, ed. The thing about museums: Objects and experience, representation and contestation : essays in honour of professor Susan M. Pearce. Milton Park, Abingdon, Oxon: Routledge, 2011.
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R, Glaser Jane, and Zenetou Artemis A, eds. Gender perspectives: Essays on women in museums. Washington: Smithsonian Institution Press, 1994.
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Chŏng, Chong-sŏp. "Pangmulgwan mit misulgwan chinhŭngpŏp" sang hagyesa chagyŏk chedo e kwanhan ippŏp p'yŏngka yŏn'gu. Sŏul T'ŭkpyŏlsi: Han'guk Pŏpche Yŏn'guwŏn, 2009.
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São Paulo (Brazil). Departamento do Patrimônio Histórico., ed. São Paulo: Museus e instituições culturais : guia para professores. São Paulo: Departamento do Patrimônio Histórico, 1992.
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Carlo, Dionisotti. Un professore a Londra: Studi su Antonio Panizzi. Novara: Interlinea, 2002.
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C, Erasmus M., ed. The making of the museum professions in southern Africa. [Pretoria]: Transvaal Museum in association with SAMA, 1986.
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M, Pearce Susan, ed. Narrating objects, collecting stories: Essays in honour of professor Susan M. Pearce. Milton Park, Abingdon: Routledge, 2012.
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Solodovnikov, I︠U︡ A. "Delo" professora Voĭt︠s︡ika: Issledovanii︠a︡ i dokumenty. Krasnodar: Krasnodarskiĭ kraevoĭ khudozhestvennyĭ muzeĭ im. F.A. Kovalenko, 2009.
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Ostetto, Luciana E., Maria Isabel F. Pereira Leite, and Adriana Aparecida Ganzer. Museu, educação e cultura: Encontros de crianças e professores com a arte. Campinas, São Paulo, Brasil: Papirus Editora, 2005.
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Nicolaïdès, Andreas. Ptolemy & European cartographers of Eastern Mediterranean 1477-1777: From the collection of Professor Andreas Nicolaides. Nicosia: The Leventis Municipal Museum of Nicosia, 2011.
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Borruso, Francesca, and Marta Brunelli. "Il museo racconta la scuola tra passato e presente." In La Public History tra scuola, università e territorio, 59–74. Florence: Firenze University Press, 2022. http://dx.doi.org/10.36253/978-88-5518-616-2.08.
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The Museums of educational heritage - especially those established in University Departments – represent an extraordinary resource for scientific research, education, and the Third Mission, which is aimed at promoting collaboration, dialogue and exchange between the University and its territory to generate knowledge and benefit of social, cultural, and economic nature as well. Within the Third Mission precisely lies Public History defined as "the communication of history outside academic environments" (AIPH 2018). In this framework the paper presents some examples of educational projects and activities carried out with local schools and communities by the "Mauro Laeng" Museum of school and education at the University of Roma Tre, and by the "Paolo & Ornella Ricca" Museum of school history at the University of Macerata. The final aim is to provide a methodological approach, project ideas, and operational tools for inspiring schoolteachers and professors, university researchers and museum educators.
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Turnbull, Paul. "‘Rare Work for the Professors’: Phrenologists and the Australian Skull, c. 1815–1860." In Science, Museums and Collecting the Indigenous Dead in Colonial Australia, 151–93. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51874-9_6.
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Flower, William Henry. "Reminiscences of Professor Huxley1." In The History of Museums Vol 7, 381–89. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003100966-27.
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Flower, William Henry. "Biographical Notice of Professor Rolleston1." In The History of Museums Vol 7, 357–62. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003100966-25.
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Desmond, Adrian. "13. A Purpose-built Museum." In Reign of the Beast, 277–88. Cambridge, UK: Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0393.13.
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Saull’s wine profits had sent him on a spending spree. His mentor, Sir Richard Phillips, visiting the museum in 1835, reckoned it held “ten thousand” fossils. So many that it was bursting, and Saull now rebuilt the museum as a brick-based, two-story exhibition. By the later thirties the press rated it the largest private geological collection in London, possibly the country. Giant Iguanodon saurians, collected in the Isle of Wight, were the new attraction. It was here that the Hunterian Professor at the Royal College of Surgeons, the grave Anglican Richard Owen, found an Iguanodon sacrum (fused pelvic vertebrae) that would allow him to separate off these reptiles as ‘dinosaurs’. The ideological importance of the newly-reshaped dinosaurs for the anti-evolutionist Owen is discussed. The Gideon Mantell—Richard Owen tussle over Saull’s sacrum further brought the museum into public view.
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Morris, Peter J. T. "Afterword: A Speech made at the Dinner to Celebrate the Centenary of the Science Museum on 11 June 2009 by Professor Chris Rapley CBE, Director of the Science Museum." In Science for the Nation, 312–16. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230283145_15.
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Galgano, Francesca. "The Museum of the Rules." In Handbook of Research on Museum Management in the Digital Era, 296–311. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9656-2.ch016.
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The chapter concerns the Museum of the Rules project, to date a 'unicum' since there are no museums of Law or Justice in the world except for some memorials commemorating victims of terrorism. It is still in the planning phase although its concept has been already presented in 2015 by its creators, Professors Amarelli, Galgano, and Pane of the University of Naples Federico II, and then included by the Castel Capuano Foundation among its objectives for the rebirth of the Castel Capuano Monument, where the foundation is based. The museum exhibition intends to be only the 'physical' moment representative of a broader narrative path that will involve scholars and students of all levels and even the whole city on the themes of education to both coexistence and legality.
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Pickstone, John. "Science in Nineteenth-Century England: Plural Configurations and Singular Politics." In The Organisation of Knowledge in Victorian Britain. British Academy, 2005. http://dx.doi.org/10.5871/bacad/9780197263266.003.0002.
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This chapter discusses the sciences and their politics in the nineteenth-century. It characterises Victorian science, technology and medicine, and states how they relate to state institutions and to scientific professions. It begins by suggesting a model for the configurations of natural knowledge in the late eighteenth century. It then deals with sciences and institutions, suggesting that these disciplines owed much to French museums and professional schools, and to German universities. It also considers three generations of scientist: first, the Anglican gentlemen of the British Association of the Advancement of Science (BAAS) in the 1830s; secondly, T. H. Huxley and his associates from the 1850s; and thirdly, a few professors who developed research laboratories from the 1870s. It asks what they understood about the meanings of science as a claimed unity and how they relate to the social and political projects variously characteristic of each generation.
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DE LIMA SOUZA, FERNANDA. "OS EXEMPLARES ZOOLÓGICOS DO MUSEU NO ESPAÇO ESCOLAR: SENTIDOS ATRIBUÍDOS POR PROFESSORES DE CIÊNCIAS E BIOLOGIA." In Itinerários de resistência: pluralidade e laicidade no Ensino de Ciências e Biologia. Editora Realize, 2021. http://dx.doi.org/10.46943/viii.enebio.2021.01.428.
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ESTE ARTIGO TRATA-SE DE UM RECORTE DA PESQUISA DE TESE QUE BUSCOU EVIDENCIAR OS SENTIDOS QUE OS PROFESSORES DE CIÊNCIAS E BIOLOGIA ATRIBUEM AOS EXEMPLARES DE UMA COLEÇÃO DIDÁTICA ZOOLÓGICA DO MUSEU NACIONAL EM SUAS PRÁTICAS NAS ESCOLAS. O OBJETIVO É EXPOR OS EXEMPLARES ZOOLÓGICOS COMO OBJETOS CONSTITUINTES DO MUSEU NACIONAL, QUE NA INSTITUIÇÃO ESCOLAR ADQUIREM UM SENTIDO DE NOVO A PARTIR DAS PRÁTICAS DOCENTES. COM BASE EM ESTUDOS SOBRE AS DISCIPLINAS ESCOLARES E SEUS OBJETOS DE ENSINO, ALÉM DAQUELES A RESPEITO DE MUSEUS E SUAS RELAÇÕES COM O ENSINO ESCOLAR, ANALISAMOS ENTREVISTAS COM PROFESSORES DE CIÊNCIAS E BIOLOGIA QUE USARAM OS EXEMPLARES ZOOLÓGICOS NAS AULAS DESSAS DISCIPLINAS ESCOLARES.
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Coppens, Yves. "Introduction." In African Biogeography, Climate Change, & Human Evolution, 13–18. Oxford University PressNew York, NY, 1999. http://dx.doi.org/10.1093/oso/9780195114379.003.0002.
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Abstract In 1967 the International Omo Research Expedition was founded by three “big names” of our scientific community-Camille Arambourg, honorary professor of Palaeontology at the Paris National Museum of Natural History, Louis Leakey, honorary director of the National Museums of Kenya, and Francis Clark Howell, professor of Anthropology at the University of Chicago. A document dividing the exposures of the lower Omo basin into three parts was drafted according to aerial photographs. The French in the south took the exposures surveyed by Camille Arambourg in the early 1930s. The Americans and the Kenyans took the north-the American on the right bank of the Omo River, the Kenyan on the left. This document was then signed in Nairobi by the three co-directors of the expedition; it was also formally decided that the leaders in the field would be Francis Clark Howell as far as the Chicago party was concerned, Richard Leakey for the Kenyan one, and myself for the French mission.
Conference papers on the topic "Professors in Museums"
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Leão, Celina P., Filomena Soares, João Sena Esteves, and Paula Jorge. "Eggs, Oranges and Other Technological Devices in Science Dissemination." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66648.
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The present work aims to analyze the challenge of organizing a science exhibition outside the common places (science museums, schools, universities). The exhibition, named “Scientist for a day”, under analysis took place in a sports environment. It was organized by a group of five 15 years old athletes, supervised by three university professors, and attended by 120 participants. There were 12 experiments, from the simple Jumping Egg to the sophisticated Electromagnetic Levitation Plane and the eye-catching Wimshurst Machine. The analysis of the outlooks of the participants in this science dissemination activity was performed through questionnaires voluntarily answered by 59 attendees (aged between 3 and 64 years old). The survey was designed to investigate the level of satisfaction of the participants and their opinions regarding each experiment, identifying the most and the least preferred, and if they are considering further study at university and in what area. The results analysis is presented in terms of group age distribution. Summarizing the participants’ perceptions, they were unanimous in recognizing that they were completely satisfied with the event.
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Almeida, Graciana. "Na coleção Sophia Jobim: a presença de Rembrandt e a questão da veracidade dos trajes." In Encontro de História da Arte. Universidade Estadual de Campinas, 2012. http://dx.doi.org/10.20396/eha.8.2012.4212.
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O presente artigo surgiu ao longo de leituras dos escritos de Sophia Jobim (1904-1968), atualmente conservado no Museu Histórico Nacional (MHN), no Rio de Janeiro. Professora de indumentária histórica da Escola Nacional de Belas Artes (ENBA) a partir de 1949, Sophia deixou um importante material didático, literário e visual capaz de fornecer importantes subsídios para uma investigação crítica referentes ao vestuário e à história da arte. Sua extrema curiosidade levou-a pesquisar em vários museus e escolas especializadas da Europa, da América e da Ásia, como: South Kensington Museun em Londres, Carnavelet em Paris, Metroplolitan Museu em Nova York, Museu Benaki em Atenas; por falta de Museus e de Bibliotecas especializadas no âmbito brasileiro - foram quase trinta anos de pesquisas.
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Condruzbacescu, Monica. "FREE ONLINE EDUCATION - THE FUTURE OF A BETTER WORLD?" In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-257.
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The paper focuses on the concept of free online education. It took over 100 years for courses sold in America from door to door to reach the stage they are today, but the evolution of the latest educational platforms, Massive Open Online Courses (MOOC) was much faster. MOOC are courses offered by various entities (teachers, departments of universities, museums, institutes) that can be attended online by an unlimited number of people. Most are free and in addition to video and other teaching materials (case studies, written explanations) they make available platforms for interaction between participants so that they can benefit from discussions with people worldwide. The idea of open education has conquered hundreds of educational institutions, especially in higher education and adult education institutions worldwide. “Giving away knowledge for free” is a revolutionary idea that attracts students, scares publishing houses and challenges educational organizations that see knowledge as a product being their core business. A challenge for top universities is to offer the most interesting online courses for free, not only as a service to humanity, but also as a way of investigating how people learn. Some examples of such Romanian platforms are: Mooc.ro, Unicampus.ro. The paper also presents some foreign online initiatives that have the potential to transform life on Earth: Khan Academy, a platform founded by Salman Khan, one of the pioneers of online education; Udacity, the latest attempt to make quality education accessible to all; Coursera, OpenupEd, Europeanschoolnetacademy. The conclusion of the paper is that online education is not a new concept and is certainly not a completed process. The proportions reached in recent years, however, suggest that there is the chance of emerging economies, of many poor communities worldwide, but also the sustainable perspective for the future of global education. If a few years ago higher education offered by top universities of the planet was just a dream for the vast majority, now professors of these institutions teach for free on online platforms. Nowadays, education through online medium facilitates access to resources once reserved for the elite of the world, and also aims to prepare as many employees as possible for the labor market’ demands of the future.
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Camargo, Daiana, and Marlucia Antônia de Rezende Perosa. "EXTENSÃO UNIVESITÁRIA EM TEMPOS DE ISOLAMENTO: REPERCUSSÕES DO EVENTO “AS CRIANÇAS E SUAS POTÊNCIAS: ENTRE ARTE, LINGUAGENS E SENSIBILIDADE”." In I Congresso Brasileiro On-line de Ensino, Pesquisa e Extensão. Revista Multidisciplinar de Educação e Meio Ambiente, 2022. http://dx.doi.org/10.51189/ensipex/11.
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Introdução: Em tempos de incertezas, isolamento e utilização de outros recursos na Educação, a extensão universitária precisou também de adequações, a fim de seguir atendendo acadêmicos e comunidade. Assim, criou-se o evento “As crianças e suas potências: entre arte, linguagens e sensibilidade”, vinculado ao projeto “As crianças, a educação infantil e as práticas pedagógicas: entre o pensar e o fazer”. Objetivo: descrever a implantação de um evento cujo objetivo é atender aos acadêmicos de Pedagogia de diversas instituições de Ensino Superior; professores da Educação Básica e demais interessados, visando prosseguir com as ações extensionistas e discutir aspectos educativos da Educação Infantil (EI). Material e Métodos: Como metodologia proposta contemplou a explanação oral dos pesquisadores/convidados e professores/mediadores utilizando como recurso as ferramentas StreamYard e o YouTube. Dividido em cinco momentos, o evento abordou: A produção das narrativas orais infantis; Que arte está na escola das crianças? Eu, meu corpo e o outro: relações entre espaço, tempo e movimento; Vamos brincar com a matemática?; Tecendo relações entre crianças pequenas e museus: fios da teoria e fios da prática; com a participação de especialistas da área. Resultados: Consideramos que o formato síncrono permitiu o envolvimento de um número significativo de participantes on-line e os participantes interagiram intensamente, indagando e comentando, movimentando o evento e permitindo uma relação de proximidade com o professor convidado. O evento contou com 816 participantes, em maioria acadêmicos de diferentes cursos de licenciatura, além de professores e gestores da Educação Básica, de diferentes cidades e regiões do país. Por meio das avaliações, realizadas via formulário on-line, foram relatadas as contribuições do evento para a formação dos professores, o contato com pesquisadores renomados, a importância de pensar sobre a função da EI no contexto da pandemia, assim como desencadeou reflexões sobre a prática pedagógica, ressaltando a necessidade da visibilidade dos bebês tanto nos espaços educativos quanto na formação de professores. Conclusão: consideramos que o evento permitiu o diálogo entre a Universidade, a escola e a comunidade, atendendo aos preceitos da extensão universitária e estreitando essas relações. Destacamos que, a contribuição de pesquisadores/convidados de diferentes instituições e realidades, permitiu reflexões, trocas de experiências, instigando outros olhares e possibilidades para o trabalho com crianças.
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Nivat, Georges. "“TRACTS OF RUSSIAN MEMORY” OR THE MAIN “NESTS” OF MEMORY IN RUSSIA." In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.02.
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In this text, are given the plan and main contributions that are gathered in a collective work directed by Prof. Georges Nivat, Les sites de la mémoire russe. The first volume, Géographie de la mémoire russe, was published in 2007, the second one, Histoire et mythes de la mémoire russe, in 2019. The word “site” is meant as a prominent detail in the landscape and translated into Russian as “Uročišča”. The aim is to give a view of the main “sites” and debates that have arisen along Russian historiography since the 18th century. The “invention” of the “Chronicles” is one spectacular example. It goes from the first publication in 1846 to our days. Literature, painting, and music have constructed the Russian memory in the 18th century. Mussorgsky himself researched in the archives who were the Old believers, before writing his opera “Khovanshchina”. Ethnography appeared in the first half of the 19th century, the came great museums at the two extremities of the Empire, and a great number of ethnographical local museums are innumerable in Russia, have saved a lot of artefacts during the Soviet vandalistic period. Folklore was studied and local troubadours were registered until the end of the Soviet era. Emperor Peter the Great was keenly aware of the importance of creating his own myth during his lifetime, and succeeded, his role is still the main debate of Russian historiography and a very prominent site of memory. Loss of memory began early in the Soviet regime, loss of proletarian memory and as well as of peasant memory. Refs 9.
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Welter, Eline F. de A., Luciana A. M. Zaina, Andréia D. De Leles, and Onique S. Ribeiro. "Aprendendo História através de Museus Virtuais: uma parceria entre Professores e Museólogos." In XX Workshop de Informática na Escola. Sociedade Brasileira de Computação - SBC, 2014. http://dx.doi.org/10.5753/cbie.wie.2014.76.
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Carabal-Montagud, María Ángeles, Virginia Santamarina Campos, María Del Val Segarra Oña, and María Blanca De Miguel-Molina. "Desarrollo de la competencia tecnológica en el marco STEAM para la docencia universitaria: experiencia en el Museu de Belles Arts de València." In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.11971.
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STEAM is an innovative teaching-learning process based on Science, Technology, Engineering, Arts and Maths competences. Accordingly with this new approach, a team of Fine Arts and Management professors are currently leading an innovative project based on "Applying STEAM Strategies in the Social Sciences and Arts Areas”. The objective is to establish links between the different STEAM competences -science, technology, engineering, art and mathematics- as a common element in classrooms, enhancing technological training. This new approach motivates students and connects teaching to present society’s needs. In this paper we present an analysis of a teaching experience outside the classroom, developed at the Museu de Belles Arts in Valencia (Spain). In this activity, several tools that use technology with which the students are familiar are used, in which is called “BYOD” (Bring Your Own Device). In this case we analyze the use of the photography as a teaching tool. Some of the characteristics of the activity include free time and different spaces at the museum, DIY -Do it Yourself-, cooperative teamwork, peer learning, integration of theory into practice, flexible thinking and analytical skills. The activity looks to motivate them through gamification. After data collection, debriefing is used for integrating results.
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Palmieri, Luciane Jatobá, and Camila Silveira. "O PAPEL DOS MUSEUS DE CIÊNCIAS NA FORMAÇÃO INICIAL DE PROFESSORES DE QUÍMICA." In XIII Workshop e a III Escola de Verão do PPGECM/UFPR. Programa de Pós-Graduação em Educação em Ciências e em Matemática (UFPR), 2023. http://dx.doi.org/10.5380/13ppgecm2023.resumo32p220-226.
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Oliveira Silva, Andreiza, and LEANDRO ELIAS CANAAN MAGESTE. "Projeto de Mestrado: MUSEUS, PÚBLICO E CULTURA MATERIAL: percepções e apropriações dos professores do Ensino Médio sobre o Museu do Sertão Antônio Coelho-BA e Museu do Homem Americano-PI." In XIV Semana de Ensino, Pesquisa e Extensão da Universidade Federal do Vale do São Francisco do ano de 2021. ,: Even3, 2022. http://dx.doi.org/10.29327/scientexunivasf.461931.
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Мбоутчоуанг, Хокетча Чакил Орсел, and Анна Зауровна Ядута. "DEVELOPMENT OF DATABASES FOR THE MUSEUM EXPOSITION OF THE NATIONAL RESEARCH UNIVERSITY «BSU»." In Высокие технологии и инновации в науке: сборник избранных статей Международной научной конференции (Санкт-Петербург, Май 2022). Crossref, 2022. http://dx.doi.org/10.37539/vt197.2022.87.14.021.
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В статье рассмотрена разработка баз данных для музейной экспозиции НИУ “Белгу”, что является одной из наиболее часто встречающихся проблем нашего времени - цифровизация профессий. Это требует использования баз данных и различных языков программирования. The article discusses the development of databases, for the museum exposition of the National Research University “BSU" it’s one of the most common problems of our time, the digitalization of professions. This requires the use of databases and various programming languages.
Reports on the topic "Professors in Museums"
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Mills, Kathy, Elizabeth Heck, Alinta Brown, Patricia Funnell, and Lesley Friend. Senses together : Multimodal literacy learning in primary education : Final project report. Institute for Learning Sciences and Teacher Education, Australian Catholic University, 2023. http://dx.doi.org/10.24268/acu.8zy8y.
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[Executive summary] Literacy studies have traditionally focussed on the seen. The other senses are typically under-recognised in literacy studies and research, where the visual sense has been previously prioritised. However, spoken and written language, images, gestures, touch, movement, and sound are part of everyday literacy practices. Communication is no longer focussed on visual texts but is a multisensory experience. Effective communication depends then on sensory orchestration, which unifies the body and its senses. Understanding sensory orchestration is crucial to literacy learning in the 21st century where the combination of multisensory practices is both digital and multimodal. Unfortunately, while multimodal literacy has become an increasing focus in school curriculum, research has still largely remained focussed on the visual. The Sensory Orchestration for Multimodal Literacy Learning in Primary Education project, led by ARC Future Fellow Professor Kathy Mills, sought to address this research deficit. In addressing this gap, the project built an evidence base for understanding how students become critical users of sensory techniques to communicate through digital, virtual, and augmented-reality texts. The project has contributed to the development of new multimodal literacy programs and a next-generation approach to multimodality through the utilisation of innovative sensorial education programs in various educational environments including primary schools, digital labs, and art museums.
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A Century of Painting in Panama. Inter-American Development Bank, November 2003. http://dx.doi.org/10.18235/0005898.
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An exhibition of exceptional paintings by 25 outstanding artists selected from a survey of a wide-ranging group of art connoisseurs, historians, critics, professors and art dealers in Panama gave the public an overview of the development of painting in Panama over the 20th century. The selection included early 20th century artists such as Roberto Lewis, Humberto Ivaldi, and Manuel Amador; and painters from Mid-century and end of the 20th century. Dr. Mónica E. Kupfer, Former Curator of the Panama's Museum of Contemporary Art, was invited as Associate Curator for this exhibition.