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Submitted by Marcia Bacha (marcia.bacha@fgv.br) on 2012-02-24T18:21:00Z No. of bitstreams: 1 CPDOC2011 RafaelaZanete.pdf: 735269 bytes, checksum: b8287ec90217c4456efe291a237dbd4b (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2012-02-24T18:21:27Z (GMT) No. of bitstreams: 1 CPDOC2011 RafaelaZanete.pdf: 735269 bytes, checksum: b8287ec90217c4456efe291a237dbd4b (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2012-02-24T18:21:40Z (GMT) No. of bitstreams: 1 CPDOC2011 RafaelaZanete.pdf: 735269 bytes, checksum: b8287ec90217c4456efe291a237dbd4b (MD5) / Made available in DSpace on 2012-02-24T18:21:55Z (GMT). No. of bitstreams: 1 CPDOC2011 RafaelaZanete.pdf: 735269 bytes, checksum: b8287ec90217c4456efe291a237dbd4b (MD5) Previous issue date: 2011 / Esta pesquisa apresenta alguns dados do processo de construção do Museu de Arte do Espírito Santo- MAES até a sua inauguração e uma análise atual, refletindo sobre o papel do poder público através do estudo de matérias de jornais e entrevistas com alguns atores participantes do processo de discussão e instalação do MAES, e o posicionamento adotado pelo governo ao longo deste período, bem como o da classe artística e da sociedade em geral. Pretendeu-se reconhecer os atores participantes de todo esse processo recorrendo a documentos que explicitassem as relações que existiram nesse período entre os poderes públicos, os interesses da classe artística e da coletividade que fez e faz uso da Instituição. Ao final, mostra-se como esses discursos influenciam o museu até os dias de hoje. Para tal, inscrevemos nossa discussão sobre o MAES no âmbito de uma reflexão mais geral sobre os museus na atualidade. / This research presents some data of the construction of the Art Museum of the Holy Spirit-MAES until his inauguration and a current analysis, reflecting on the role of government through the study of newspaper reports and interviews with some actors of the process discussion and installation of MAES and the positions taken by the government over this period as well as the artistic class and society in general. It was intended to recognize the actors participating in this process using documents that spell out the relationships that existed in that period between the government, the interests of the artistic community and the community that made and makes use of the institution. In the end, it is shown how these discourses influence the museum until the present day. To do so, signed up our discussion of the MAES under a more general reflection on the museum today.

This study examines the ways in which museums and memorials within South African society commemorate events of the past. Various examples of museums and memorials are chosen and identified according to the ways in which they embody postmodern or modern thought. Postmodern and modern museums are deconstructed according to various post-structural tenets so as to arrive at a broader understanding on how they are able to remain a continuously relevant and vital part of contemporary society. / Art History, Visual Arts and Musicology / M.A. (Art History)

A goal in conservation is that cultural heritage should be for everyone and therefore should be experienced by everyone. With ramps, lifts, Braille exhibitions, sign language interpreted tours, tours for the visually impaired, etc., adaptions are made for people with physical disabilities. The purpose of this paper is to highlight how the Nordic Museum works to reach people with neuropsychiatric disorders along with the specific needs and disabilities which may need to be met by the museum. The case study will aim to highlight problems and opportunities in pedagogy of exhibitions focused on neuropsychiatric disorders. Moreover, it provides an indication of how the works with these issues at the museums are implemented, etc., which can create a greater awareness for the various professions in museums and conservations. This has been examined by the means of interviews, with the unions that advocate groups of neuropsychiatric disorders, and observations of selected exhibitions and shows, museum space, some audioguide-tours and part of the museum's website. In addition, other interviews are made with a museum educator with experience in the subject and a museum educator and head of the department of hosts and shops from the Nordic Museum. The materials which are used are mainly written public reports, as for example the Nordic museum Annual 2015. The museum caterers mostly focus on physical disability. They have also focused on reading disabilities and dementia, in addition to the physical functional limitations. The museum does its best and have a desire to improve themselves, which is shown at their website. The educational tools and approaches, etc. is well thought through, but the focus here is primarily on children and not adults. Something that may be because they have more impressions for children than for adults, if one example is taken. Some of the unions advocate “design for all” and more focus on a different view from the society, as well as personal attitudes to face persons with neuropsychiatric disabilities. They believe this will also affect the museum's education in general. Also, the use of different types of media and interactions in the exhibitions, as well as peace in the museum hall will make an impact in the pedagogy of the museum. The conclusions are that it probably always will be development potential in the pedagogy of the museum. The Nordic Museum has come a long way in the use of several media, but the design could in some cases be fine-tuned. Awareness of neuropsychiatric disorders could also be developed, both in society and in museums. / Ett mål inom kulturvård är att kulturarvet ska finnas till för alla och därmed ska kunna upplevas av alla. Anpassningar till personer med fysiska funktionsnedsättningar görs till exempel med ramper, hissar, blindskrift på utställningar, teckentolkade visningar, visningar för personer med nedsatt syn etc. Syftet med uppsatsen är att belysa hur Nordiska museet riktar sig till personer med neuropsykiatriska funktionsnedsättningar, vilka åtgärder som görs och kan göras för att tillgängliggöra museet för dessa personer samt vad för behov som kan behöva tillmötesgås hos dessa personer. I sammanhanget får fallstudien syftet att belysa problem och möjligheter med utställningspedagogik inriktad mot neuropsykiatriska funktionsnedsättningar. Detta kan dessutom ge en indikation på hur arbetet med dessa frågor på museer ser ut etc., vilket kan skapa en större medvetenhet hos olika museala professioner samt inom kulturvårdens andra professioner. Detta har granskats med hjälp av intervjuer och korrespondens med förbund som representerar olika grupper inom neuropsykiatriska funktionsnedsättningar samt observationer av utvalda utställningar och visningar, museets lokaler, vissa audioguiderundor och delar av museets hemsida. Utöver detta har intervjuer gjorts med en museipedagog med erfarenhet i ämnet och en museipedagog samt sektionschefen för bl.a. museivärdar vid Nordiska museet. De material som har används är främst offentliga skriftliga källor, som exempelvis museets årsredovisning 2015. Museet riktar i första hand sitt tillgänglighetsarbete mot fysiska funktionsnedsättningar. För neuropsykiatriskt funktionsnedsatta fokuserar de i första hand på lässvårigheter samt demenssjukdomar. Museet gör sitt bästa och har en vilja att förbättras, vilket märks på exempelvis hemsidan. De pedagogiska verktygen och angreppssätten etc. är väl uttänkta, men fokusen ligger här främst på barn. Detta kan bero på att de har fler visningar för barn än för vuxna. En del av förbunden förespråkar design för alla samt mer fokus på en annan samhällssyn, samt personliga attityder emot personer med neuropsykiatriska funktionsnedsättningar. Detta är något som de tror kommer att påverka museets pedagogik i stort. I övrigt, gällande hela museets pedagogik, lägger de störst vikt på tydlighet, användning av olika typer av medier och interaktioner i utställningar samt försöka få fram ett lugn i lokalerna. Slutsatserna blir här att det troligen alltid kommer finnas utvecklingspotential inom museers pedagogik. På Nordiska museet har de kommit långt i användandet av flertalet medier, men utformningen skulle i vissa fall kunna finputsas. Medvetenheten kring neuropsykiatriska funktionsnedsättningar behöver och kan också utvecklas både i samhället och på museer.

The purpose of the study was to (1) identify pedagogical touring competencies needed by volunteer docents in art museums, (2) catalog the competency statements into major competency categories, (3) validate the list of competency statements, and (4) compare priority designations awarded each statement by the individuals within the two major subgroups: museum staff and volunteer docents. In conclusion, many of the needs represented by the highest ranking competencies in each category are seldom addressed in the traditional volunteer docent training program. This study showed that abilities to help the child feel comfortable in the museum and combinations of abilities to help the docent make judgments regarding the presentation of the material require attention and, at the very least , special training. It is recommended that training personnel in art museums identify the needs of volunteer trainees and design training programs less on traditional guidelines and more on the specific needs appropriate to the task.

Esta pesquisa teve por objetivo caracterizar o papel pedagógico dos objetos/modelos nos museus de ciências. Assim, consideramos, neste estudo, os objetos no museu que foram construídos com a intenção de favorecer as relações de ensino e de aprendizagem. Buscamos apontar o papel pedagógico dos objetos em exposições de museus, bem como caracterizar o potencial do objeto em expressar determinados produtos e processos na aprendizagem, ao ser apresentado em uma exposição de museu. Além disso, procuramos identificar aspectos relacionados aos conceitos e processos que os sujeitos são capazes de perceber, ao observar o objeto em uma exposição. A abordagem metodológica se fundamentou no referencial da pesquisa qualitativa e foi selecionado o Museu de Ciências Naturais da Pontifícia Universidade Católica de Minas Gerais. A escolha do modelo do esqueleto da preguiça gigante se justificou por tratar do objeto que, pelo seu tamanho e posição expográfica chama especialmente a atenção do público. Além disso, ele tem um papel importante no desenvolvimento de estudos de biologia e de paleontologia, bem como reúne uma gama muito grande de características importantes, o que o tornou adequado para a pesquisa. Selecionamos para a entrevista, o profissional do museu, responsável pela produção dos modelos e um dos elaboradores da exposição. Os cinco jovens convidados a participar desse estudo tinham, na época, 17 anos de idade e cursavam o 2º ano do ensino médio, em escolas privadas, localizadas na cidade de Belo Horizonte, Minas Gerais. Julgamos que a opção por jovens de um mesmo nível de escolaridade, com afinidades sociais semelhantes e que estabeleciam uma relação de amizade facilitaria a interação social, tornando a visita mais fluida e natural. Tomamos como referência os conceitos de aprendizagem em museus explicitados por alguns autores como George Hein, Falk e Dierking, Hooper-Greenhill e Scott Paris. Ainda para a fundamentação teórica da pesquisa, optamos por referenciais teóricos relativos às áreas da educação e de objetos/modelos nos museus, especialmente nos museus de ciências. Para a coleta dos dados da pesquisa, combinamos o uso de múltiplas fontes, com a finalidade de obter as informações necessárias tanto em relação às intenções do objeto pedagógico, ou seja, o modelo do esqueleto da preguiça gigante, exposto no museu escolhido, quanto às interações dos jovens em relação a esse mesmo objeto. Para a coleta de dados com os jovens, a pesquisa contou com três etapas: antes, durante e após a visita ao museu. As etapas foram gravadas em vídeo e áudio, incluindo as entrevistas. Com base nos resultados obtidos, articulamos os dados oriundos do conjunto do nosso olhar e do olhar do museu e analisamos esses dados a partir dos dois eixos relacionados às dimensões da aprendizagem: o conceitual e o processual. Analisamos, também, as interações de cada jovem com o objeto pedagógico e todo o conjunto expositivo, a partir desses eixos da aprendizagem. Percebemos que as intenções do modelo pedagógico foram, em sua maioria, compreendidas pelos jovens visitantes. Evidenciamos essas intenções a partir dos elementos que compõem os eixos analisados. As interações com os objetos nos museus promovem a possibilidade de realizar observação e descrição, de expressar conhecimento prévio, de promover discussão, criação e testagem de hipóteses. Instigam, ainda, a imaginação e a elaboração de questões. No entanto, no que se refere à formação correta de conceitos científicos, pensar a forma de apresentar os objetos, os textos e as imagens nos museus é fundamental. / This study aimed to characterize the educational role of the objects / models in science museums. Thus, we consider in this study, the objects in the museum that were built with the intention of promoting relations of teaching and learning. We seek to point out the educational role of objects in museum exhibitions, as well as to characterize the potential of the object in expressing certain products and processes in learning to be presented in a museum exhibit. In addition, we sought to identify aspects related to the concepts and processes that subjects are able to perceive when observing the object in an exhibition. The methodological approach was based on the framework of qualitative research and was selected the Museum of Natural Sciences at the Catholic University of Minas Gerais. The choice of model of the skeleton of a giant sloth was because it is the object that by its size and position expographic draws the most attention. Moreover, it has an important role in the development of Biology and Paleontology studies, as well as meeting a wide range of important features, which made it suitable for this research. Museum professionals responsible for the production of models and makers of the exhibition were selected for interview. The five young people invited to participate in this study were 17 years old and currently enrolled in 2nd year of high school of a private school located in the city of Belo Horizonte, Minas Gerais, Brasil. We believe that choosing young people with the same level of schooling and affinities, of similar social levels and setting up friendship, ease social interaction, making the visit more fluid and natural. We took as reference the concepts of learning in museums, by some authors such as George Hein, Falk and Dierking, Hooper-Greenhill and Scott Paris. Even for theoretical research, we chose fields related to education and objects / models in museums, especially in science museums. To collect the survey data, we combine the use of multiple sources, in order to obtain the necessary information regarding both the pedagogical intentions of the object, i.e. the model of the skeleton of the giant sloth, exhibited in the museum chosen as the interaction of young people in relation to this same object. For data collection with young people the survey had three stages: before, during and after the museum visit. The steps were recorded on video and audio, including interviews. Based on these results, we articulated the data from the whole our eyes and look of the museum and analyzed this data from the two axes related to the dimensions of learning, the conceptual axis and the axis of procedure. We also analyze the interactions of each youth, with the object and the whole pedagogic exhibition, from learning these axes. We realize that the intentions of the pedagogical model were understood by mostly young visitors which evidence, from the elements that make up the axis of conceptual and procedural learning analyzed. The interactions with objects in museums promote the possibility of observation, description and express prior knowledge, to promote discussion, development and testing of hypotheses. They also promote imagination, prompting questions. However, with regard to the proper formation of scientific concepts, to think how to present the object, the texts and images in museums are fundamental.

How do museums work with plurality in their organizations and in the production of exhibitions and other activities? This paper examines how civic museums, provincial museums and state museums work with plurality from a perspective of culture policies, particularly in relation to the government bill Tid för kultur, issued by the Swedish government in 2009. All together I examine 25 museums and their efforts to include marginalized groups in their activities and exhibitions. To do so I have studied four possible measures that are available for the museums. This includes the following: projects that pay attention to a marginalized group or their living conditions; projects that are specifically created for a marginalized group; projects that include a marginalized group in the museums preparations; and projects were museums give full responsibility to a marginalized group. I have also examined how plurality have been presented – as isolated cultures and cultural expressions or as hybrids and interchangeable phenomenons – and to what extent the museums are ready to involve marginalized groups in their physical environment and in their exhibition and activity programs. Based on three different levels of conduct I evaluate how far the museums have reached and what differences there are between civic museums, provincial museums and state museums. My research shows that Swedish museums in general are on their way to work successfully with plurality and establish a plurality perspective in the whole organization. The research also shows that there are differences between civic museums, provincial museums and state museums. In general, state museums are better to include marginalized groups in their productions and to firmly establish a perspective of plurality in their organization. On the contrary, the research shows that many museums lack certain features in their efforts to work towards a marginalized group. One of those features is the ability to make these efforts part of the museums permanent activities. Civic museums and provincial museums also have a greater freedom of strengthen their regional identity than compared to the state museums ability to strengthen the national identity. A circumstance that can have consequences for culture policies in Sweden and the future of plurality efforts at the museums.

This study examines the ways in which museums and memorials within South African society commemorate events of the past. Various examples of museums and memorials are chosen and identified according to the ways in which they embody postmodern or modern thought. Postmodern and modern museums are deconstructed according to various post-structural tenets so as to arrive at a broader understanding on how they are able to remain a continuously relevant and vital part of contemporary society. / Art History, Visual Arts and Musicology / M.A. (Art History)

Esta pesquisa teve por objetivo caracterizar o papel pedagógico dos objetos/modelos nos museus de ciências. Assim, consideramos, neste estudo, os objetos no museu que foram construídos com a intenção de favorecer as relações de ensino e de aprendizagem. Buscamos apontar o papel pedagógico dos objetos em exposições de museus, bem como caracterizar o potencial do objeto em expressar determinados produtos e processos na aprendizagem, ao ser apresentado em uma exposição de museu. Além disso, procuramos identificar aspectos relacionados aos conceitos e processos que os sujeitos são capazes de perceber, ao observar o objeto em uma exposição. A abordagem metodológica se fundamentou no referencial da pesquisa qualitativa e foi selecionado o Museu de Ciências Naturais da Pontifícia Universidade Católica de Minas Gerais. A escolha do modelo do esqueleto da preguiça gigante se justificou por tratar do objeto que, pelo seu tamanho e posição expográfica chama especialmente a atenção do público. Além disso, ele tem um papel importante no desenvolvimento de estudos de biologia e de paleontologia, bem como reúne uma gama muito grande de características importantes, o que o tornou adequado para a pesquisa. Selecionamos para a entrevista, o profissional do museu, responsável pela produção dos modelos e um dos elaboradores da exposição. Os cinco jovens convidados a participar desse estudo tinham, na época, 17 anos de idade e cursavam o 2º ano do ensino médio, em escolas privadas, localizadas na cidade de Belo Horizonte, Minas Gerais. Julgamos que a opção por jovens de um mesmo nível de escolaridade, com afinidades sociais semelhantes e que estabeleciam uma relação de amizade facilitaria a interação social, tornando a visita mais fluida e natural. Tomamos como referência os conceitos de aprendizagem em museus explicitados por alguns autores como George Hein, Falk e Dierking, Hooper-Greenhill e Scott Paris. Ainda para a fundamentação teórica da pesquisa, optamos por referenciais teóricos relativos às áreas da educação e de objetos/modelos nos museus, especialmente nos museus de ciências. Para a coleta dos dados da pesquisa, combinamos o uso de múltiplas fontes, com a finalidade de obter as informações necessárias tanto em relação às intenções do objeto pedagógico, ou seja, o modelo do esqueleto da preguiça gigante, exposto no museu escolhido, quanto às interações dos jovens em relação a esse mesmo objeto. Para a coleta de dados com os jovens, a pesquisa contou com três etapas: antes, durante e após a visita ao museu. As etapas foram gravadas em vídeo e áudio, incluindo as entrevistas. Com base nos resultados obtidos, articulamos os dados oriundos do conjunto do nosso olhar e do olhar do museu e analisamos esses dados a partir dos dois eixos relacionados às dimensões da aprendizagem: o conceitual e o processual. Analisamos, também, as interações de cada jovem com o objeto pedagógico e todo o conjunto expositivo, a partir desses eixos da aprendizagem. Percebemos que as intenções do modelo pedagógico foram, em sua maioria, compreendidas pelos jovens visitantes. Evidenciamos essas intenções a partir dos elementos que compõem os eixos analisados. As interações com os objetos nos museus promovem a possibilidade de realizar observação e descrição, de expressar conhecimento prévio, de promover discussão, criação e testagem de hipóteses. Instigam, ainda, a imaginação e a elaboração de questões. No entanto, no que se refere à formação correta de conceitos científicos, pensar a forma de apresentar os objetos, os textos e as imagens nos museus é fundamental. / This study aimed to characterize the educational role of the objects / models in science museums. Thus, we consider in this study, the objects in the museum that were built with the intention of promoting relations of teaching and learning. We seek to point out the educational role of objects in museum exhibitions, as well as to characterize the potential of the object in expressing certain products and processes in learning to be presented in a museum exhibit. In addition, we sought to identify aspects related to the concepts and processes that subjects are able to perceive when observing the object in an exhibition. The methodological approach was based on the framework of qualitative research and was selected the Museum of Natural Sciences at the Catholic University of Minas Gerais. The choice of model of the skeleton of a giant sloth was because it is the object that by its size and position expographic draws the most attention. Moreover, it has an important role in the development of Biology and Paleontology studies, as well as meeting a wide range of important features, which made it suitable for this research. Museum professionals responsible for the production of models and makers of the exhibition were selected for interview. The five young people invited to participate in this study were 17 years old and currently enrolled in 2nd year of high school of a private school located in the city of Belo Horizonte, Minas Gerais, Brasil. We believe that choosing young people with the same level of schooling and affinities, of similar social levels and setting up friendship, ease social interaction, making the visit more fluid and natural. We took as reference the concepts of learning in museums, by some authors such as George Hein, Falk and Dierking, Hooper-Greenhill and Scott Paris. Even for theoretical research, we chose fields related to education and objects / models in museums, especially in science museums. To collect the survey data, we combine the use of multiple sources, in order to obtain the necessary information regarding both the pedagogical intentions of the object, i.e. the model of the skeleton of the giant sloth, exhibited in the museum chosen as the interaction of young people in relation to this same object. For data collection with young people the survey had three stages: before, during and after the museum visit. The steps were recorded on video and audio, including interviews. Based on these results, we articulated the data from the whole our eyes and look of the museum and analyzed this data from the two axes related to the dimensions of learning, the conceptual axis and the axis of procedure. We also analyze the interactions of each youth, with the object and the whole pedagogic exhibition, from learning these axes. We realize that the intentions of the pedagogical model were understood by mostly young visitors which evidence, from the elements that make up the axis of conceptual and procedural learning analyzed. The interactions with objects in museums promote the possibility of observation, description and express prior knowledge, to promote discussion, development and testing of hypotheses. They also promote imagination, prompting questions. However, with regard to the proper formation of scientific concepts, to think how to present the object, the texts and images in museums are fundamental.

Currently South African museums are faced with the challenge of evaluating and transforming their roles and functions as a response to changing national educational needs. The purpose of this study was to investigate whether aspects of the integrated strategies approach to promoting scientific literacy can be successfully employed in a museum context. The approach was used as part of the education programmes at the Port Elizabeth Museum School (Bayworld) and mixed methods were used to gather qualitative and quantitative data on the teachers’ ability to adopt the strategy. Data were also generated on the teachers’ perceptions of teaching and learning, possible activities which supported the approach, and aspects of the strategy which the learners adopted most readily. The findings suggest that active engagement in the process resulted in effective adoption of the strategy by the teachers, improved attitudes towards science learning by both the teachers and children who participated in the process, and improved scientific literacy in both.