<p> Museums, and museum professionals, engage in a significant role within society. This dissertation is a qualitative exploratory study of the ways in which museum professionals promote or hinder the social inclusivity of museums through curatorial voice. Through a series of exhibit evaluations and intensive interviews, the researcher investigates the mechanisms used to craft curatorial voice within museums that handle contested subject material. This research seeks to broaden the understanding of curatorial voice, as viewed through the theoretical lenses of gatekeeper theory and co-creation of identity, with the explicit purpose of aiding in the development of professional guidance to help make museums more socially inclusive.</p>

The purpose of this study is to review the use of educational resources at National Science and Technology Museum (NSTM) by Kaohsiung junior high school science & technology teachers. Using judgemental sampling, 260 questionnaires were sent out to science & technology teachers who taught at junior high schools in Kaohsiung. A total of 172 completed questionnaires were returned. Results were analyzed using descriptive statistics, independent sample t-test, one-way ANOVA and Pearson¡¦s correlation. Six insights were gained from this study. First, results show that in reality, the usage rates of the resources available at the NSTM among teachers are quite low. Second, The teachers possess a low level of knowledge and understanding with regard to the resources available at the NSTM. Third, The teachers have a very favorable view of the usage of the resources offered by the NSTM. Fourth, the use of the educational resources at NSTM, the knowledge associated and the attitude towards it vary depending on the teachers' gender, educational background and teaching experience. Fifth, the frequency of usage of the resources, the knowledge and attitude are all positively correlated. Sixth, NSTM¡¦s active involvement in providing more services, expanding its facilities and supporting the logistics of the field trip may increase the teachers¡¦ willingness to use its resources.

This thesis charts the outcomes of family play-learning through make-and-play activities with traditional Thai toys activities (TTTA). Family learning is a component of inter-generational learning, and the research explores this through ‘edutainment’ activities within the informal educational system of a science museum. The thesis also identifies key factors that influence family play-learning through TTTA and explores the nature and impact of traditional Thai culture, local wisdom and Western modern science after participation with the TTTA. Participants in the toy-making activities at the National Science Museum, Thailand are members of the general public, day visitors to the museum who volunteer to join the activities, and represent all age groups. They also have varied levels of educational achievement, backgrounds in science and dispositions towards play. The research follows 93 families, including children, teenagers and adults, a total of 179 participants. Participants’ dispositions towards play are collected through self-reporting questionnaires based upon Barnett's (2006) work on playfulness; data on their individual and group actions have been collected in terms of their levels of enjoyment and engagement with the tasks, and learning outcomes. The data from structured routine observation indicates that, within the make-and-play activities, there is a two-way transfer of learning from older to younger, and from younger to older. The analysis of family learning is based upon Bandura’s (2005) social cognitive theories, used here in relation to informal museum education. Family play-learning is seen as significant, where more experienced members of the family transfer their knowledge and role-model skills to their children or younger members of the family. There is also an upward transfer where discerning youth model the fun and creativity they bring to the tasks. The Toy Learning Outcomes Questionnaire (TLOQ) has been used to study families’ learning outcomes from the TTTA with 51 families composed of 125 participants in total. The TLOQ is based upon work of the Research Centre of Museums and Galleries at the University of Leicester (Hooper-Greenhill, 2007), and uses a four-point Likert-style scale to explore seven areas of interest: (i) knowledge and understanding; (ii) skills; (iii) attitudes and values; (vi) enjoyment, inspiration and creativity; (v) action, behaviour and progression; (vi) scientific learning, and (vii) attitude towards Thai local wisdom. The findings show that families appear to have learned most in relation to two of these areas, ‘scientific knowledge’ and ‘Thai local wisdom’, when compared with the other areas. Data from semi-structured ‘exit interviews’ at the end of the activities, explore this clash of cultures, between Western modern science (WMS) and Thai local wisdom (TLW). This allows for a discussion of the integration of knowledge systems versus distinctive and separate fields. Findings from the interview data indicate that participants treat the TTTA, and work of the museum generally, bi-gnosically: they had positive yet parallel attitudes towards both domains of knowledge. The overall outcomes of this body of work indicate two main factors that encourage family play-learning: (i) the context of the play, which emphasises participants’ personal engagement, social relationships, and the physical setting (the environment and resources in the TTTA); and (ii) the conditions to play, playfulness of the participants and the opportunities they take to learn together through play. The thesis concludes with the implications of this work and recommendations for further research.

Orientador: Silvia Fernanda de Mendonça Figueirôa / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T00:29:47Z (GMT). No. of bitstreams: 1 Aragao_ThayseZambonBarbosa_M.pdf: 9219035 bytes, checksum: cac8bbc324dd02af45259768b01d62a6 (MD5) Previous issue date: 2013 / Esse trabalho tem como objetivo apresentar quais concepções de ciência estão presentes no discurso e prática de instituições de educação não formal. Para tanto investigaram-se quatro importantes instituições brasileiras integrantes deste universo, escolhidas a partir de indicações de seus pares: Museu da Vida (RJ), Espaço Ciência (PE), Museu de Ciência e Tecnologia da PUCRS (RS) e Estação Ciência (SP). Foram analisados os sites dessas instituições, utilizando-se como metodologia a análise de conteúdo, bem como suas exposições, utilizando-se categorias definidas a posteriori, quais sejam: Interatividade (hands-on, minds-on, hearts-on), Tipo de Representação científica (fiel à natureza, objetividade mecânica, avaliação instruída) e Tipos de Display (objeto, painel 2D e 3D, monitoria). Tais categorias foram criadas a partir de ampla bibliografia acerca de Museografia e Sociologia da ciência, especialmente. Os resultados apresentam as tendências das instituições estudadas quanto às concepções de ciência que trazem em seus sites e exposições. Foram ainda utilizadas para classificação as categorias Tradicional racionalista, Tradicional empirista e Construtivista a fim de facilitar comparações entre as instituições. Por fim, as conclusões apontam a necessidade das instituições de educação não formal estarem mais conscientes da importância das concepções de ciência presentes no ensino e na divulgação da ciência. / This work aims to present the conceptions of science present in the discourse and practice of non-formal education institutions. Four important Brazilian institutions were investigated: Museu da Vida (RJ), Espaço Ciência (PE), Museu de Ciência e Tecnologia da PUCRS (RS) and Estação Ciência (SP). We analyzed the websites of these institutions, using content analysis as a methodology, and its exhibitions using categories defined a posteriori: Interactivity (hands-on, minds-on, hearts-on), Representation (true to nature, mechanical objectivity, trained judgment) and Display Types (object, panel 2D and 3D, monitor required). These categories were created based on the extensive literature on museology and sociology of science especially. The results show the trends of the institutions studied regarding the conceptions of science present in their websites and exhibitions, namely: Traditional Rationalist, Traditional Empiricist, and Constructivist. Finally, the findings suggest the need for non-formal education institutions to be more aware of the importance of the conceptions of science teaching and dissemination of science / Mestrado / Ensino de Ciencias e Matematica / Mestra em Multiunidades em Ensino de Ciências e Matemática

The first four decades of the twentieth century was a period of rapid development in physics. The late nineteenth century discoveries of X-rays, Becquerel rays and subatomic particles had revealed new properties of matter, and the early twentieth century quantum and relativity theories added to the notion that the discipline was undergoing a fundamental change in thought and practice. Historians and scientists alike have retrospectively conceived of a sharp divide between nineteenth century and twentieth century physics, applying the terms ‘classical’ and ‘modern’ to distinguish between these two practices. However, recent scholarship has suggested that early twentieth century physicists did not see this divide as self-evident, and in fact were responsible for consciously constructing these categories and definitions. This thesis explores the creation of the terms ‘classical’ and ‘modern’ physics in Britain, and the physicists responsible. I consider how these terms were employed in ‘public’ arenas (lectures, books, newspapers, museums) influencing the wider reception of ‘modern’ physics. I consider not only the rhetorics employed by ‘modern’ physicists, but also those we would now consider to be ‘classical’, revealing a diverse range of potential definitions of ‘modern’ physics. Furthermore, even within the ‘modernists’ themselves, there was considerable disagreement over how their work was to be presented, as industrially applicable, or of value simply as intellectual knowledge in and of itself. There were also different notions of how scientific ‘progress’ should be portrayed, whether knowledge advanced through experimental refinement or theoretical work. Early twentieth century ‘modern’ physics appeared to discard long held theories, rejecting much of the discipline’s past. As such, physicists’ connection to the legacy of Newton was under threat. Furthermore, the instability of science more generally was revealed: if physicists had shown the old theories to be wrong, then why should the new ones be any different? This had severe implications as to how the public placed ‘trust’ in science. I explore how physicists carefully managed the ‘public’ transition from ‘classical’ to ‘modern’ physics, regaining public trust during a period of scientific ‘revolution’ and controversy.

A quem se destina o enunciado? Como o falante imagina para si o seu destinatário? Qual é a sua influência no enunciado? A partir desses questionamentos, Bakhtin (2016[1952-53]) pondera que um traço constitutivo do enunciado é seu direcionamento a alguém, ou seja, o fato de estar voltado para seu destinatário, o qual pode ser um parceiro/ interlocutor direto do diálogo na vida cotidiana, um conjunto diferenciado de especialistas de alguma esfera individualizada da comunicação cultural, um público mais ou menos diferenciado, os contemporâneos, os partidários, os adversários e até um outro não determinado, dos quais considera pontos de vistas, avaliações, visões de mundo, correntes e teorias presumidamente partilhados. Nesse sentido, a orientação do discurso verbal em função de um interlocutor/leitor tem uma imensa importância no processo de sua construção. Essa orientação se reflete nas escolhas estilísticas, composicionais e temáticas e nas entonações valorativas de todo e qualquer enunciado. Desse modo, considerando as reflexões do Círculo de Bakhtin, esta pesquisa objetiva analisar os enunciados verbo-visuais que compõem as exposições de divulgação científica veiculadas pela instituição Catavento Cultural e Educacional, buscando ressaltar a quem é endereçado esse discurso que se materializa nas exposições e como esse direcionamento se reflete nos elementos essenciais do enunciado expositivo. A análise empreendida revelou que o visitante-destinatário é inscrito de modo distinto a partir da percepção do seu fundo aperceptível de conhecimento pelo autor e da relação desse com o objeto. / To whom the utterance is destined for? How the speaker imagines his recipient? Which is his influence in the utterance? From these questions, Bakhtin (2016[1952-53]) considers that a constitutive mark of the utterance is its direction to someone, or in other words, the fact of being faced to its recipient, which can be a partner/listener in the daily life dialogues, a differentiated set of specialists from some individualized circle of the cultural communication, a public more or less diverse group, the contemporaneous, the supporters, the opponents, or even other not determined, whom considers points of views, evaluation, worldviews, currents or theories presumed shared. In this sense, the orientation of the verbal discourse in function of a listener/reader has a huge importance in the process of its construction. This orientation reflects itself in the stylistic, compositional and thematic choices and in the intonation valuation of all and any utterance. Thereby, considering the reflections of the Bakhtin Circle, this research objectifies to analysis the verbo-visual utterances that composes the expositions of scientific propagation/divulgation served by the institution Catavento Cultural e Educacional, aiming to highlight for who is addressed this discourse that materializes in the expositions and how this guidance reflects itself in the essential elements of the expositive utterance. The analysis undertaken revealed that the visitor-recipient is inscribed in a distinct way based on the perception of his/her perceptible background of knowledge by the author and their relationship with the object.

This dissertation is a museological study of the coming into being of a natural history museum, its building and its adherent zoological exhibition during the years around the First World War. The main problem of the dissertation is the opposition between the curator´s program 1903 for the exhibit and its realization twenty years later. The theoretical perspective is that in its synchronic aspect science, in accordance with the views of swedish sociologist, Thomas Brante, is divided into three levels interdependent upon one another in varying degrees – theoretical, sociological and psychological level. In the present study, the main issue is the weighing of the relative significance of each of these levels. The exhibit was structured as along a scale, or chain, from lesser to greater animals. In this and in other respects it belonged to the legacy of Swedish naturalist Carolus Linnæus. Interest in maintaining this tradition was powerful in the Swedish society during the years before the First World War. Not until around 1950 was the modern theory of evolution explicitly announced to the visitor of the exhibit, still however without the representation of the forces behind it By an investigation of the milieu to which the museum belonged is shed light upon the scientific and other ideals which are represented in its exhibit. The result of an assess of the significance of the theoretical, the sociological ant the psychological level is that contemporay theory does not stand out as a driving force behind the creation of the exhibit in 1923. Nor does the curator of the exhibition emerge as an innovator. Most dominant is however the sociological level. / avhandlingen framlägges för disputation i ämnet museologi

Made available in DSpace on 2016-06-02T20:37:49Z (GMT). No. of bitstreams: 1 5610.pdf: 4735073 bytes, checksum: 7d50aa9a8d67a8a6d569c8f51949cc8d (MD5) Previous issue date: 2012-11-08 / This paper discusses the use of Information and Communication Technologies (ICT) in Chemistry Technological and Investigative Gymkhana, activity of the Sciences Center of Araraquara, an UNESP science museum. The objectives of this study were to investigate the use of these resources in the activity, the conception of these participants on such use and contributions to the Teaching of Chemistry. The research subjects were museum visitors students and data collection was done through a questionnaire answered at the end of the visits. The data indicated the participation of students from public, private and SESI system during the period of analysis. It was observed that the computer is materialized as a cultural tool and is used by visitors during GTIQ to perform the action for resolution of the proposed activity. Also making use of the internet to search for information, visitors indicated appropriate of this resource as a mediator of the action. So we can suggest that the use of technological resources changes the relationship of the students with the chemical contents, since they showed more interested when using equipment to which they have affinity (cellular and computers). Another important factor to be noted is that the use of ICT makes the search for information more dynamic, which, in the view of visitors, facilitated research and become more motivating. ICTs used during GTIQ played motivational role, arousing the interest of visitors by subjects and drawing attention to the same themes. ICTs being used in a investigative approach encouraged the active participation of visitors. Technological resources used during the activities of the Gymkhana had their potential exploited, helping assisting visitors in the problems solving presented and stimulating the use of the Internet as a learning environment. / O presente trabalho aborda o uso das Tecnologias da Informação e Comunicação (TICs) na Gincana Tecnológica e Investigativa de Química, atividade do Centro de Ciências de Araraquara, museu de ciências da Unesp. Os objetivos do trabalho foram investigar a utilização desses recursos na atividade, a concepção desses participantes sobre tal utilização e as contribuições para o Ensino de Química. Os sujeitos de pesquisa foram os alunos visitantes do museu e a coleta de dados se deu através da aplicação de questionário ao término das visitas. Os dados indicaram a participação de alunos da rede pública, particular e do sistema SESI durante o período de análise. Observou-se que o computador se materializa como uma ferramenta cultural e que é utilizada pelos visitantes, durante a GTIQ, para realizar a ação de resolução da atividade proposta. Fazendo uso também da internet para a busca de informações, os visitantes indicaram se apropriar desse recurso como mediador da ação. Assim podemos sinalizar que a utilização dos recursos tecnológicos muda a relação dos alunos com os conteúdos químicos, uma vez que eles se demonstraram mais interessados ao utilizarem equipamentos com o qual possuem grande afinidade (celulares e computadores). Outro fator importante a se ressaltar é que o uso das TICs faz com que a busca por informações se tornasse mais dinâmica, o que, na visão dos visitantes, facilitou as pesquisas e as tornou mais motivadoras. As TICs utilizadas durante a GTIQ desempenharam papel motivacional, despertando o interesse dos visitantes pelos assuntos e chamando a atenção dos mesmos para os temas abordados. As TICs, sendo utilizadas em uma abordagem investigativa, estimularam uma participação ativa dos visitantes. Os recursos tecnológicos utilizados durante as atividades da Gincana tiveram suas potencialidades exploradas, ajudando os visitantes na resolução dos problemas apresentados e estimulando a utilização da internet como ambiente de aprendizagem.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-12T14:49:10Z No. of bitstreams: 1 eduardohenriquemodestodemorais.pdf: 2670746 bytes, checksum: 6707d78700d9961e6e3faca64bf115ac (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:49:35Z (GMT) No. of bitstreams: 1 eduardohenriquemodestodemorais.pdf: 2670746 bytes, checksum: 6707d78700d9961e6e3faca64bf115ac (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:50:53Z (GMT) No. of bitstreams: 1 eduardohenriquemodestodemorais.pdf: 2670746 bytes, checksum: 6707d78700d9961e6e3faca64bf115ac (MD5) / Made available in DSpace on 2016-07-13T16:50:53Z (GMT). No. of bitstreams: 1 eduardohenriquemodestodemorais.pdf: 2670746 bytes, checksum: 6707d78700d9961e6e3faca64bf115ac (MD5) Previous issue date: 2012-04-03 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A motivação para o desenvolvimento deste trabalho nasceu durante a minha graduação, quando participei como estagiário das atividades realizadas pelo Museu de Ciências da terra Alexis Dorofeef. Durante esse período, entre outros destaques possíveis, pode-se perceber a crescente importância e a inserção de instituições de educação não formal no cenário educativo atual. Assim, este trabalho teve como foco os Museus de Ciência, espaços de pesquisa e educação, que podem oferecer contribuições importantes quando falamos de questões ambientais e mais especificamente de Educação Ambiental. Pretendeu-se assim, em conjunto com os caminhos trilhados pela pesquisa qualitativa, entender a dimensão educativa presente nas práticas de Educação Ambiental realizadas pelo Museu de Ciências da Terra Alexis Dorofeef, em Viçosa – MG. As revelações alcançadas com a pesquisa foram pensadas em conjunto com Maria da Glória Gohn, Paulo Freire, Isabel Carvalho, Maria das Mercês Vasconcellos, Mauro Guimarães, Maria Esther Valente, Marta Marandino, entre outros. De modo geral, o estudo sobre o MCTAD apontou características peculiares em relação aos museus de ciência brasileiros. Presente em uma cidade de pequeno porte, o Museu foi caracterizado pelos elos, pelas relações por ele estabelecidas, sendo estas principalmente de valorização e colaboração. Valorização por suas ações serem pautadas na valorização social e cultural dos indivíduos. Colaboração através do estabelecimento de parcerias e trabalhos coletivos com a comunidade em que está inserido. A sua singularidade não se faz presente apenas na criação desses elos e relações, mas também pela influência que este estabelece na vida dessa população que o reconhece enquanto um espaço de formação e de popularização do conhecimento. Assim, a partir das reflexões suscitada com este trabalho, esperamos que novas pesquisas busquem uma maior entendimento sobre essa temática, pois somente através do diálogo com outras pesquisas, com outros olhares e com diferentes realidades poderemos buscar uma melhor compreensão dos processos estabelecidos nessas instituições. / This study was motivated during the graduation time, when I participated as an intern of the activities developed by the Museum of Soil Sciences Alexis Dorofeef. During this period, and among other possible highlights, it was possible to verify the increased importance and inclusion of non-formal education institutions in the current educational scenario. In this way, this work focused on Sciences Museums, which are spaces for research and education. Science Museums can also offer important contributions when considering about environmental issues and more specifically about Environmental Education. It was intended, along with the pathway followed by the qualitative research, to understand the educational dimension present in environmental education practices conducted by the Museum of Earth Sciences Alexis Dorofeef in Viçosa - MG. The results obtained with the research were jointly analysed with Maria da Glória Gohn, Paulo Freire, Isabel Carvalho, Maria das Mercês Vasconcellos, Mauro Guimarães, Maria Esther Valente, Marta Marandino, among others. In a general way, the study about the MCTAD (Museum of Soil Sciences Alexis Dorofeef) pointed out peculiar characteristics related to the Brazilian science museums. Situated in a small town, the Museum was characterized by the research and educational ties and the relationships established by it, mainly about valuing and collaboration. Valuing: because its actions are guided by the cultural and social valuing of individuals. Collaboration: because of the establishment of partnerships and collective work with the community where it is inserted. Its uniqueness is not present only in the creation of these ties and relationships, but also by the influence it establishes in the life of this population that recognizes the Museum as a space for training and dissemination of knowledge. Thus, as from the reflections resulted by this work, we aspire that further researches brings more contributions for this issue, because only through interaction with other studies, other perspectives, and with different realities we can get a better comprehension of the processes held by these institutions.

Esta pesquisa teve como objetivo investigar, com base na Teoria Antropológica do Didático (TAD), como educadores de um museu de ciência planejaram uma atividade educativa cujo tema central é uma controvérsia científica. O estudo aconteceu no Museu de Microbiologia do Instituto Butantan (MMB) em um contexto em que o educativo do museu participou de um curso de extensão intitulado Temas controversos e museus de ciências, a partir de uma parceria entre o Grupo de Estudo e Pesquisa em Educação Não Formal e Divulgação Científica/GEENF da Faculdade de Educação da USP, e o referido museu. O objetivo do curso foi estimular o debate nos educadores do museu acerca das potencialidades e dos desafios de se trabalhar com controvérsias em museus e exposições. A avaliação final do curso consistiu na produção de roteiros educativos que versassem sobre uma controvérsia científica. Dentre os temas propostos, o planejamento do roteiro As diferentes abordagens sobre a vacina contra o HPV foi selecionado como objeto de estudo dessa pesquisa, uma vez que o mesmo serviu de modelo experimental para esse tipo de ação educativa no museu. Os dados foram coletados durante os encontros de planejamento do grupo e foram constituídos pelas falas dos integrantes. Para análise nos apoiamos nos conceitos de praxeologia, de Percurso de Estudo e Pesquisa (PEP) e de níveis de co-determinação propostos por Yves Chevallard e colaboradores no contexto da Teoria Antropológica do Didático/TAD. Esta teoria auxilia a descrever como determinadas tarefas destinadas ao ensino de diferentes áreas de conhecimento são organizadas pelo didático e, desse modo, realizamos a análise praxeológica do planejamento explicitando os elementos que compõem o bloco logos e o bloco práxis. Na discussão, utilizamos o conceito de Percurso de Estudo e Pesquisa (PEP) e níveis de co-determinação em que a ação do didático é sistematizada em momentos de estudo. Foram identificados os momentos de estudo do planejamento dos educadores, possibilitando a compreensão sobre a forma com que os saberes do bloco logos praxeológico são acessados por eles. Foi possível também verificar quais foram as condições e as restrições que permitiram ou não que os educadores acessassem o bloco lógico da praxeologia. Os resultados da investigação revelaram a importância de promover ações de formação na rotina dos educadores de museus, uma vez que verificamos que nos quatro momentos de estudo vivenciados por eles durante o PEP, as situações relacionadas diretamente ao curso de extensão foram as que mais permitiram que os educadores acessassem o bloco lógico sobre a controvérsia do HPV. Além disso, ficou evidente que também houve um ganho institucional para o MMB, pois ao possibilitar que os educadores trabalhassem com novas teorias e metodologias, o museu ampliou seu escopo de atividades oferecidas, assim como em novas maneiras de abordar a relação entre ciência e sociedade para o seu público. / This research meant to investigate, based on Anthropological Theory of the Didactic (ATD), how educators in a science museum planned an educational activity whose central theme is a scientific controversy. The study occurred at the Museum of Microbiology of Butantan Institute (MMB) in a context in which the educational part of the museum participated in an extension course called Controversial Themes and the science museum, together with Group of Study and Research in Non-Formal Education and Scientific Dissemination/GEENF of the School of Education USP and the museum mentioned previously. The goal of the course was to encourage the debate among the educators of the museum concerning the potentialities and challenges of working with controversies in museums and exhibitions. The final assessment of the course consisted in the production of educational scripts about a scientific controversy. Among the proposed themes, the planning of the script \"The different approaches to the HPV vaccine\" was selected as the object of study of this research, since it served as an experimental model for this type of educational action in the museum. The data were collected during the planning meetings and they were formed by the speeches of the participants. The analysis was supported by concepts of praxeology of Research and Study Courses (RSC) and the levels of co-determination proposed by Yves Chevallard and collaborators in the context of Anthropological Theory of the Didactic (ATD). This theory helps to describe how certain tasks aimed at different areas of knowledge are organized by the didactics. This way, we do a praxeology analysis and planning explain the elements which form the block logos and the block praxis. In the discussion the concept Research and Study Courses (RSC) and the levels of co-determination are used in which the didactic action is systematized during periods of study. The periods of study and planning by the educators were identified, enabling the understanding about the way in which the knowledge of the praxeological block logos are accessed by them. It was also possible to verify which conditions and restrictions allowed or not the educators to access the logical block of praxeology. The results of the research revealed the importance of promoting training actions in the routine of museum educators, since we found that in the four moments of study experienced by them during the RSC, the situations directly related to the course of extension were the ones that most allowed educators to access the logical block on the HPV controversy. Moreover, it was evident that there was also an institutional gain for the MMB, because by enabling educators to work with new theories and methodologies, the museum expanded its scope of activities offered, as well as in new ways of addressing the relationship between science and society for your public.