Literatura científica selecionada sobre o tema "Musées – Pédagogie"
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Artigos de revistas sobre o assunto "Musées – Pédagogie"
Martin, Thérèse. "Motivations à mettre en lumière la culture muséale des enfants. Un enjeu pour la valorisation de l’éducation non formelle". Éducation et francophonie 43, n.º 1 (1 de maio de 2015): 63–79. http://dx.doi.org/10.7202/1030181ar.
Texto completo da fonteAllard, Michel. "Les origines du Groupe d’intérêt spécialisé en éducation muséale (GISEM) dans la perspective de l’histoire de l’éducation muséale au Québec". Éducation et francophonie 43, n.º 1 (1 de maio de 2015): 180–96. http://dx.doi.org/10.7202/1030188ar.
Texto completo da fonteCloutier, Geneviève, Awad Ibrahim e David Pratt. "Subversive identities at the art museum: An ESL university student’s experience at the National Gallery of Canada". Canadian Review of Art Education: Research and Issues / Revue canadienne de recherches et enjeux en éducation artistique 43, n.º 1 (17 de outubro de 2016): 139. http://dx.doi.org/10.26443/crae.v43i1.22.
Texto completo da fonteGauvin, Jean-François. "Les musées de sciences, la « présence » des objets et les défis pédagogiques de l’habitus". Éducation et francophonie 43, n.º 1 (1 de maio de 2015): 29–44. http://dx.doi.org/10.7202/1030179ar.
Texto completo da fonteWitcomb, Andrea. "Comprendre le rôle de l’affect dans la création d’une pédagogie critique pour les musées d’histoire". Culture & musées, n.º 36 (15 de dezembro de 2020): 137–67. http://dx.doi.org/10.4000/culturemusees.5672.
Texto completo da fonteChalas, Agnieszka. "Toward Evaluating Art Museum Education at the Art Gallery of Ontario". Canadian Review of Art Education: Research and Issues / Revue canadienne de recherches et enjeux en éducation artistique 43, n.º 1 (17 de outubro de 2016): 121. http://dx.doi.org/10.26443/crae.v43i1.21.
Texto completo da fonteGarel, Gilles. "Enseigner le management de l’innovation au musée des Arts et Métiers". Revue Française de Gestion 47, n.º 296 (abril de 2021): 27–48. http://dx.doi.org/10.3166/rfg.2021.00528.
Texto completo da fonteDutheil, Frédéric. "Musée Pédagogique". Les Sciences de l'éducation - Pour l'Ère nouvelle 43, n.º 3 (2010): 137. http://dx.doi.org/10.3917/lsdle.433.0137.
Texto completo da fonteCarinhas, Raquel, Maria Helena Araújo e Sá e Danièle Moore. "Vivre le plurilinguisme au/par le musée :". Babylonia Journal of Language Education 3 (9 de setembro de 2023): 44–50. http://dx.doi.org/10.55393/babylonia.v3i.293.
Texto completo da fonteTorres, Dolores Uribe. "Le Musée national de pédagogie, Mexico, D.F." Museum International (Edition Francaise) 15, n.º 1 (24 de abril de 2009): 50–56. http://dx.doi.org/10.1111/j.1755-5825.1962.tb01590.x.
Texto completo da fonteTeses / dissertações sobre o assunto "Musées – Pédagogie"
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.
Texto completo da fonteThis 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
Jousselme, Gwladys. "Enseignement, pratique de l’art et rôle du musée en Russie : le cas du Musée russe de Saint-Pétersbourg". Thesis, Paris 4, 2011. http://www.theses.fr/2011PA040117.
Texto completo da fonteThe museum pedagogy is a discipline on the introduction of art and museum resources in the education system. The Russian experience in this regard is particularliar and deserves further study as it is proposed in this thesis. By focusing on the study of the Russian Museum, museum pioneer of museum pedagogy, we find evidence that the museum is an institution in Russia extremely dynamic with original innovations. These advances are the result of a strong tradition rooted in the museum world since the Soviet period that the museum is a major place for education. Today, the Russian museum education has evolved and is no longer linked with propaganda. The Russian Museum, one of the largest museums in Russia, has theorized and developed museum pedagogy at a level far unequaled in the world. The Russian Museum has over twenty years offered the Russian education humanization of education through art. Its educational program "Hello museum! "applied in schools, from childrengarden to high school, gives children, trough the study of Russian and world art, cultural foundations necessary for a harmonious understanding of the surrounding world, coupled with the awakening of national consciousness, a beloved theme for Russians. The analysis of the experience of the Russian Museum in the field of museum pedagogy is to show, first the positive impact of art on the development of the child and secondly the multiple applications of art education for the development of interdisciplinarity: teaching of mathematics, chemistry, physics and foreign languages through the medium of art
Sepulveda, Koptcke Luciana. "Les Enseignants et l'exposition scientifique : une étude de l'appropriation pédagogique des expositions et du rôle de médiateur de l'enseignant pendant la visite scolaire". Paris, Muséum national d'histoire naturelle, 1998. http://www.theses.fr/1998MNHN0029.
Texto completo da fonteBoudjema, Cédric. "La fonction éducative des musées dans la société numérique : analyse comparative de l'offre pédagogique en ligne de huit musées nationaux dans quatre pays (France, Angleterre, Australie, Etats-Unis)". Thesis, Lille 3, 2016. http://www.theses.fr/2016LIL30013/document.
Texto completo da fonteThis research studies museum internet sites and in particular the pedagogy of eight national institutions in four different countries and suggests that online museums are educational content players.The interest is to investigate the educational content of the internet sites using a content analysis and implementing a comparison between the four countries and the types of internet sites to be able to understand the practices – and especially what Jean Davallon calls « the anticipation by the “sender” » that the visitor will engage in (the sender aiming for example to keep the attention of the latter or to provide guidance in the contents), the typology of content and the teaching strategies put in place by the online museum institutions. The online educational offer is defined here as a permanent activity as a source of building knowledge, consultation, criticism, and entertainment, from the museum resources. This offer is also constructed according to the consistent rules of Web design.We have chosen to study the online pedagogy according to a constructivist approach that drives us to privilege certain key concepts : individual learning ways, learning processes, cognitive strategies, meta-cognitive strategies, {learning styles}, taxonomy. From a methodological point of view, this thesis relies on a qualitative approach and privileges a content analysis from an analysis grid with eleven categories : the corpus is composed of eight internet sites and of two types of national museums : the art museums and the science museums with an educational section. The thesis is composed of two tomes. The tome 2 contains the complete analysis of the sites and the tome 1 includes three parts. In the first part, the research discusses the educational role of museums with its specificities and complexities. This part defines the historical context of the educational function of museums that very early on developed an educational strategy for the public. It also shows the specificity of museums in informal education as a place of learning concepts and development that develop two types of mediation. The museum favours the formulation of questions; it orientates reflexion and raises questions. It then shows the museum as an important partner and complementary to school. Finally, this part precises the historical context of online museums of the four countries from our analysis and the progressive development of the cultural policies of the present and the progressive actions put into place by the museums.Secondly, the research focuses on the thematic analysis of the internet sites and on their educational sections and attempts to show the successive steps of the content analysis via the analysis grid constructed for this research. Firstly, it is about showing the ergonomics of the sites to progressively arrive upon the general treatment of the educational sections of the sites, that is to say to identify the mechanisms of underlying internet sites and of their educational sections and secondly to identify the differences between the types of museums and their countries. Finally, the third part of the research attaches importance to the typology of the online educational content and focuses on the strategies put into place in the sites as well as the pedagogy deployed. The internet sites are thus viewed as interconnected elements, intended for a target audience and reinforcing the social role of the museum. The schools and the teaching body are a privileged population; a prominent place for them is underlined
Joly, Philippe. "Pour une éducation esthétique à l'école élémentaire". Université Marc Bloch (Strasbourg) (1971-2008), 1992. http://www.theses.fr/1992STR20035.
Texto completo da fonteSpecific aim of "aesthetic" education (limited to pictorial arts), distinc from the technical training in art, is to develop and sharpen children's perception and curiosity. The matter is not to "train the pupils taste" and to inculcate in them "what to like", but to teach them how to tell why they like - or not, or less - a picture, and make them find out the exact words and reasons to tell it, in short, to educate them in order that they could really have their own taste. In working on a set of reproductions of paintings, pupils can note down their judgement by the meaning of a questionnaire. An evaluation chart of children's abilities in art appreciation during the school years, is thus provided. A practical approach with an experimental class aims at giving teachers some directions to build a structured curriculum in this particular field, mostly concerning paintings reading and appreciative vocabulary, without forgetting the collaboration with cultural partners such as fine arts museums
Landry, Anik. "L'évaluation pédagogique des activités éducatives mises en ligne sur Internet par les musées québécois". Thèse, 2007. http://hdl.handle.net/1866/6705.
Texto completo da fonteLanoue, Caroline. "Impact des services d'animation pédagogique de la Biosphère sur certaines conceptions d'élèves du deuxième cycle du primaire". Thèse, 2011. http://hdl.handle.net/1866/4904.
Texto completo da fonteScience education is essential in elementary school, but it is often neglected. Science museums can overcome this gap by providing practical educational resources, including educational programs. This research determines the impact of a Biosphere’s educational animation of certain conceptions of students from elementary school. The researcher chose a qualitative research and the chosen method is an exploratory case study. Students from a class have participated to this study. They attended a museum visit, insert in a didactic sequence. Using several data collection tools (questionnaires, interviews and observations), the researcher has been able to identify four levels of modified conceptions of students (significant evolution, a certain evolution, stable conceptions, confusion conceptions). Finally, she suggests some ways of improving the Biosphere’s animation to maximize the impact of the visit on student learning.
Livros sobre o assunto "Musées – Pédagogie"
Allard, Michel. Éduquer au musée: Un modèle théorique de pédagogie muséale. Montréal: Hurtubise HMH, 1998.
Encontre o texto completo da fonteAmerican Association for State and Local History., ed. Practical evaluation guide: Tools for museums and other informal educational settings. Walnut Creek, CA: AltaMira Press, 1999.
Encontre o texto completo da fonteDiamond, Judy. Practical evaluation guide: Tool for museums and other informal educational settings. 2a ed. Lanham, Md: AltaMira PRess, 2009.
Encontre o texto completo da fonteThe museum in transition: A philosophical perspective. Washington: Smithsonian Institution Press, 2000.
Encontre o texto completo da fonteThe engaging museum: An interpretive approach to visitor involvement. London: Routledge, 2005.
Encontre o texto completo da fonteBevan, Bronwyn, e Bahia Ramos. Theorizing Equity in the Museum: Integrating Perspectives from Research and Practice. Taylor & Francis Group, 2021.
Encontre o texto completo da fonteBevan, Bronwyn, e Bahia Ramos. Theorizing Equity in the Museum: Integrating Perspectives from Research and Practice. Taylor & Francis Group, 2021.
Encontre o texto completo da fonte(Contributor), Roxana Adams, ed. Museums: Places of Learning (Professional Practice Series). American Association of Museums, 1998.
Encontre o texto completo da fonteLuke, Jessica J., Judy Diamond e David H. Uttal. Practical Evaluation Guide: Tools for Museums and Other Informal Educational Settings. AltaMira Press, 2009.
Encontre o texto completo da fonteDiamond, Judy, Michael Horn e David H. Uttal. Practical Evaluation Guide: Tools for Museums and Other Informal Educational Settings. Rowman & Littlefield Publishers, 2016.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Musées – Pédagogie"
Poulot, Dominique. "Musées et guerres de mémoires : pédagogie et frustration mémorielle". In Les guerres de mémoires, 230–40. La Découverte, 2008. http://dx.doi.org/10.3917/dec.blanc.2008.01.0230.
Texto completo da fonteQuillien, Anne. "Les plaques photographiques du Musée pédagogique". In La plaque photographique, 39–54. Presses universitaires de Strasbourg, 2019. http://dx.doi.org/10.4000/books.pus.34957.
Texto completo da fonteJoin-Lambert, Odile. "Chapitre 2. Des groupes professionnels en tension entre pôles scientifique et pédagogique". In Travailler au musée, 143–66. Presses universitaires du Septentrion, 2019. http://dx.doi.org/10.4000/books.septentrion.88086.
Texto completo da fonteLemire, Michel. "Les collections de cire : au carrefour du renouveau pédagogique et scientifique de l'anatomie". In Le Muséum au premier siècle de son histoire, 509–21. Publications scientifiques du Muséum, 1997. http://dx.doi.org/10.4000/books.mnhn.1762.
Texto completo da fonteTrabalhos de conferências sobre o assunto "Musées – Pédagogie"
Duport, Laurent J. "Learning from Le Corbusier". In LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.660.
Texto completo da fonte