Neste trabalho se entrelaçam duas temáticas que compõem a estrutura de nossa pesquisa: uma delas é o desafio de possibilitar uma maior humanização do ambiente da sala de aula, em que educandos e educadores sintam-se capazes e responsáveis pela construção solidária do conhecimento; a outra é o fato de que a forma e o conteúdo da física trabalhada no Ensino Médio devem oferecer uma abordagem cultural da física, algumas noções sobre a pesquisa científica e a desmitificação da figura e da função do cientista. Para isso, utilizamos como referenciais teóricos centrais a proposta dos jogos teatrais de Viola Spolin e a filosofia da ciência de Thomaz Kuhn e a filosofia educacional emancipadora de Paulo Freire. O primeiro é utilizado para favorecer a partilha de conhecimentos entre professores e alunos explorando, de maneira lúdica, textos sobre atividades científicas que revelem algumas facetas do trabalho do cientista e da ciência. E o segundo é empregado para permitir um melhor acompanhamento do desenvolvimento científico através de um olhar epistemológico sobre a física. O terceiro nos permite estabelecer uma ponte entre esses dois referenciais através da educação \"problematizadora\" e emancipadora. Baseamo-nos na estrutura de jogos teatrais para criar quinze atividades a partir de textos cujos conteúdos abordam: formação de cientistas, pesquisa científica, ética na ciência e questões sociais ou religiosas que envolvam a atividade científica. Apresentamos duas experiências de aplicação dos jogos teatrais: uma realizada com alunos de uma escola pública da Grande São Paulo; e outra com professores em oficina realizada na XIII Reunión Nacional de Educación en Física, em Río Cuarto, na Argentina. / This work mixes two subject matters that support the structure o four reseach: one is the challenge of promoting a better humanization of te space in the classroom, where educators and pupils may feel they\'re partners, able and responsible for the construction of knowledge, side by side; the other that the contentes and the way physics are taught in High School must ofter a cultural approach of it, some notions of scientific reseach without taking the scientist and his/her work as myth. That\'s why used the role playing games by Viola Spoli as the main theoretical references and philosophy of science by Thomas Kuhn and the philosophy of the education that emancipates by Paulo Freire. The first is used to favor knowledge sharing between teachers and students when they explore texts about scientific activities, in order to have fun, which reveals some points of scientific work and science itself. The second is used to allow a better way of following scientific development through na epistemological look about physics. Finally, the third allows us to join these two references through the education thar proposes us problems to solve and emancipates. The work was based on the role playing games structure to create fifteen activities from texts whose contents talk about: scientists education, scientific research, ethics in science and social or religious issues that take part of scientific activity. We are presenting two experiences on playing games: one played with some students of a public school in the Gred São Paulo; the other was played with teachers in a meeting that took place at XIII Reunión Nacional de Educación en Física, in Rio Cuarto, Argentina.

Neste trabalho se entrelaçam duas temáticas que compõem a estrutura de nossa pesquisa: uma delas é o desafio de possibilitar uma maior humanização do ambiente da sala de aula, em que educandos e educadores sintam-se capazes e responsáveis pela construção solidária do conhecimento; a outra é o fato de que a forma e o conteúdo da física trabalhada no Ensino Médio devem oferecer uma abordagem cultural da física, algumas noções sobre a pesquisa científica e a desmitificação da figura e da função do cientista. Para isso, utilizamos como referenciais teóricos centrais a proposta dos jogos teatrais de Viola Spolin e a filosofia da ciência de Thomaz Kuhn e a filosofia educacional emancipadora de Paulo Freire. O primeiro é utilizado para favorecer a partilha de conhecimentos entre professores e alunos explorando, de maneira lúdica, textos sobre atividades científicas que revelem algumas facetas do trabalho do cientista e da ciência. E o segundo é empregado para permitir um melhor acompanhamento do desenvolvimento científico através de um olhar epistemológico sobre a física. O terceiro nos permite estabelecer uma ponte entre esses dois referenciais através da educação \"problematizadora\" e emancipadora. Baseamo-nos na estrutura de jogos teatrais para criar quinze atividades a partir de textos cujos conteúdos abordam: formação de cientistas, pesquisa científica, ética na ciência e questões sociais ou religiosas que envolvam a atividade científica. Apresentamos duas experiências de aplicação dos jogos teatrais: uma realizada com alunos de uma escola pública da Grande São Paulo; e outra com professores em oficina realizada na XIII Reunión Nacional de Educación en Física, em Río Cuarto, na Argentina. / This work mixes two subject matters that support the structure o four reseach: one is the challenge of promoting a better humanization of te space in the classroom, where educators and pupils may feel they\'re partners, able and responsible for the construction of knowledge, side by side; the other that the contentes and the way physics are taught in High School must ofter a cultural approach of it, some notions of scientific reseach without taking the scientist and his/her work as myth. That\'s why used the role playing games by Viola Spoli as the main theoretical references and philosophy of science by Thomas Kuhn and the philosophy of the education that emancipates by Paulo Freire. The first is used to favor knowledge sharing between teachers and students when they explore texts about scientific activities, in order to have fun, which reveals some points of scientific work and science itself. The second is used to allow a better way of following scientific development through na epistemological look about physics. Finally, the third allows us to join these two references through the education thar proposes us problems to solve and emancipates. The work was based on the role playing games structure to create fifteen activities from texts whose contents talk about: scientists education, scientific research, ethics in science and social or religious issues that take part of scientific activity. We are presenting two experiences on playing games: one played with some students of a public school in the Gred São Paulo; the other was played with teachers in a meeting that took place at XIII Reunión Nacional de Educación en Física, in Rio Cuarto, Argentina.

La pédagogie muséale est une discipline portant sur l’introduction de l’art et du musée dans le système éducatif et sur l’utilisation particulière des ressources muséales lors des visites au musée par les enfants. L’expérience russe est à cet égard particulière et mérite une étude approfondie que propose cette thèse. En nous concentrant sur l’étude du Musée russe, musée pionnier et chantre de la pédagogie muséale, nous comprenons que le musée est en Russie une institution extrêmement dynamique et porteuse d’innovations originales. Ces avancées sont le fruit d’une forte tradition ancrée dans le monde muséal russe depuis la période soviétique, durant laquelle le musée était un lieu d’éducation majeur. Aujourd’hui, la pédagogie muséale russe a évolué et n’est plus teintée de propagande. Le Musée russe, un des plus grands musées de Russie, a théorisé et développé la pédagogie muséale à un niveau jusqu’à présent inégalé dans le monde. Le Musée russe travaille depuis plus de vingt ans à offrir à l’éducation russe une humanisation de l’enseignement au moyen de l’art. Son programme éducatif « Bonjour musée ! » appliqué dans les écoles, de la maternelle au lycée, donne aux enfants, par l’étude de l’art russe et mondial, les bases culturelles indispensables à une harmonieuse compréhension du monde environnant, alliée à l’éveil du sentiment national, un thème cher aux Russes. L’analyse de l’expérience du Musée russe dans le domaine de la pédagogie muséale vise à montrer d’une part l’impact bénéfique de l’art sur l’épanouissement de l’enfant et d’autre part les multiples applications de l’art pour l’enseignement, par le développement de l’interdisciplinarité : enseignement des mathématiques, chimie, physique et langues étrangères par le biais de l’art. / The 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.