Na construção dos modos de fazer: processos metodológicos de educadores(as) de museus e exposições de arte

• Ano de defesa: 2023
• Autor(a) principal: TURETTA, Gabriela Maetê
• Orientador(a): TAVARES, Maurício Antunes
• Banca de defesa: HEITOR, Gleyce Kelly Maciel, RUOSO, Carolina, SOUZA, Ana Paula Abrahamian de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação Associado em Educação, Culturas e Identidades
• Departamento: UFRPE - FUNDAJ
• País: Brasil
• Palavras-chave em Português: Museu; Arte-educação; Mediação cultural; Educadores
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9024

The research focused on the educators of museums and art exhibitions and their mediations, with the aim of investigating the construction of everyday ways of doing things and their perspectives on methodological aspects. We used the authors Norbert Elias (life trajectories) and Pierre Bourdieu (biographies and autobiographies) to support the research methodology, as we understand the mediations as authorial and autobiographical works, as they show the trajectories of these subjects. As a way of producing data for analysis, a virtual cartography was built (on the Blogger platform) where educators contributed to the research process, leading the production of the narrative that was analyzed in the present study. We immersed ourselves in these narratives produced by educators to understand the complex relationship between these subjects and the work, political and cultural context in which they are involved. With this, we touch on the set of practices developed by these subjects in the context of Museum Education, Art Education and Cultural Mediation and how they relate to their personal experiences in the face of educational structures in the field of museums and art exhibitions, producing collective knowledge, transmitting practices among themselves from generation to generation and subverting methodological inheritances within institutions.