Letramento no museu: agência e desenvolvimento social
Museums are non-formal educational spaces that provide the organization of activities and initiatives that encompass many areas of knowledge since interdisciplinarity and transdisciplinarity are inherent characteristics of theses places and, at the same time, traverses its entire dynamics of work...
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| Formato: | doctoralThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/31915 |
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| Resumo: | Museums are non-formal educational spaces that provide the organization of
activities and initiatives that encompass many areas of knowledge since
interdisciplinarity and transdisciplinarity are inherent characteristics of theses places
and, at the same time, traverses its entire dynamics of working and routines. In sight
of the understanding that museums may be perceived through different viewpoints
and approaches, this study is developed having as its scenery a museum institution
located in the countryside of the state of Ceará. The research is based on the field of
Applied Linguistics, a field that understands itself as transdiciplinar and open to
dialogues with other areas and fileds of knowledge. The main goal of this research is
to comprehend how the aforementioned museum acts as a literacy catalytic agent. In
the theoretical scope, the study is based on the postulations of the Literacy Studies
(STREET, 1984; BARTON e HAMILTON, 1993, 1998; KLEIMAN, 1995; 2001;
OLIVEIRA, 2008; PAZ, 2008), electing as categories of analysis the elements:
participants, dominance, artefacts and activities as established by Hamilton (2000); in
the genre social approach inspired by New Rhetoric (BAZERMAN, 2005, 2006;
MILLER, 1984, 2009); in New Museology (CHAGAS, 1994; MOUTINHO, 2014;
GABRIELE, 2014; TOLENTINO, 2016). Regarding methodology, the research
follows a qualitative approach (BOGDAN; BILKLEN, 1994; MASON,1998) of
interpretative basis (MOITA LOPES, 2006), assuming an ethnographic perspective.
The corpus of the research comprises 8 different events devoted to literacy observed
at the museum, field observation and notes, questionnaries answered by 5
professionals from the museum (staff members and directors), a Conversation Circle
with 7th grade visiting students. The relevance of this research resides in three
aspects: a) in the contributions it will provide to Literacy Studies, especially in thinking
the museum as a literacy catalytic agent; b) in the colaboration for the development
of works of Applied Linguistics; c) in the emphasis on the potential of transdisciplinary
dialogues between Literacy Studies and Museology. The data analysis shows that
the museum plays diverse social roles, making it clear its multifaceted capability to
inform, educate, catalyze literacies and motivate literacy agents, through the
promotion of permanent and temporary exhibitions, visitation activities, book
lauching, enablement of lectures and Conversation Circles as well as other activities
and events that may emerge from new requests. In this sense, we conclude that the
exchange between Museology and Literacy Studies is capable of generating a
convergence between these fields and also produce a considerably meaningful
discussion about the role of museums as literacy catalytic agents and their propensity
for the colaboration of local social development. |
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