29 SES 02, The Construction of Knowledge and Pedagogical Practices within Museums
This communication aims to present and reflect together on the research project Issues and contemporary pedagogical practices: the Douro Museum, the territory and its community, as well as some of the results of the fieldwork carried out this year at the Douro Museum in Portugal.
Internationally, it is urgent nowadays to rethink the educational and the pedagogical in their forms of implementation and presentation in cultural institutions and in their relationships with the territory and the community. Issues related to museums and education are definitely on European research agendas, considering that museums are agents of cultural, social and political transformation and spaces for integration and construction of a shared sense of European identity in their relationships with what is local and national.
The research project seeks to know the models and educational practices considered in museums, analyse how they are interpreted and applied, and the meanings they produce, enabling us to learn what is meant to be represented through educational practices.
It will focus on the observation of educational models which aim to position themselves close to the context they belong to (Hooper-Greenhill, 1999; Padró, 2004; Rodrigo, 2007). The educational models are created from background knowledge of the context's needs, envisioning a natural convergence between what one wants to represent and what it really means (Rio, 2007).
On the other hand, we will particularize those approaches that position the educational in museums as a space that promotes creative, emerging possibilities which are unexpected and which connect subjectivities (Rogoff, 2008). Additionally, we will deal with the discussion generated around the social role of the museum and a more egalitarian and democratic collaborative participation (Bishop, 2006). The concept of collaborative and social participation focuses on the transgression of ‘traditional relations between all that goes into making (practice) and all that goes into viewing (audience) the objects of visual cultural attention’ (Rogoff, 2005, p.119), i.e., on the transgression of the relationship between the producer and the receiver, the artist and the public, the actor and the spectator (Bishop, 2006; Rogoff, 2005; Sternfeld, 2012), proposing a new positioning of the spectator as co-author (Acaso, 2012). Educational programs designed from a perspective of promoting participation and creative collaboration foster social aggregation and experience (Bishop, 2006) and bring forth critical models of socializing that incite a gradual transformation of the community’s cultural practices.
The research project’s object of study is the Douro Museum which, as a Territory Museum, promotes, through the Educational Service (ES), new and recent pedagogical discourses and models where contemporary art practices and the subjective converge in an unexpected way, clearly demonstrating an interest in looking at and thinking about the landscape, in addition to acting within the territory with the people who are invited to participate in the building of the project.
Acaso, M. (2012). La rEDUvolution en los museos: por que el cambio de paradigma ha de haceres TAMBIEN en las instituciones culturales. Paper presented at the Seminário Museus Participativos, Porto, Portugal. http://www.scribd.com/doc/92868814/Comunicacao-Maria-Acaso-Seminario-Museus-Participativos-Fundacao-dr-Antonio-Cupertino-de-Miranda. Bishop, C. (Ed.) (2006). Participation, Documents of Contemporary Art. London: Whitechapel Art Gallery. Hooper-Greenhill, E. (1999). The Educational Role of the Museum. (2nd ed.). London: Routledge. Padró, C. (2004). La museologia crítica como una forma de reflexionar sobre los museos como zonas de conflito e intercambio. In J. Llorente e D. Almazán (comp.), Museologia crítica y arte contemporâneo (pp. 51-70). Zaragoza: Prensas Universitarias de Zaragoza. Rio, V. (2007). La educación artística ante el fraude del conocimiento. In O. Fernandez & V. del Rio (eds.), Estrategias críticas para la educación en el arte contemporáneo. Valladolid: Museo Pátio Herreriano. Retrieved from http://www.victordelrio.net/PDFS/Libros/educacion_artistica.pdf. Rodrigo, J. (2007). Pedagogia Crítica y educación en museos. Marcos para una educación artística desde las comunidades. In O. Fernández & V. del Rio (eds.), Estrategias críticas para una práctica educativa en el arte contemporáneo. (pp. 118-132). Valladolid: Museo Patio Herreriano. Rogoff, I. (2008, novembro). Turning. e-flux journal, 0, 1-10. Retrieved from http://www.e-flux.com/journal/turning/. Rogoff, I. (2005). Looking away. Participations in visual culture. In G. Butt (ed.), After Criticism. New Responses to Art and Performance (pp. 117-134). Oxford: Blackwell Publishing. Serviço Educativo do Museu do Douro (Coord.) (2015). Eu sou Paisagem Pograma Educativo 2015 e 2016. Peso da Régua: Museu do Douro. Retrieved from http://issuu.com/semuseudouro/docs/md_pa-2015-16-pagsep-vfinal/1?e=3531648/30394241. Serviço Educativo do Museu do Douro (Coord.) (2014). Eu sou Paisagem Programa Educativo 2014 e 2015. Peso da Régua: Museu do Douro. Retrieved from http://www.museudodouro.pt/tpls/mu/files/educacao/PDF/programa_ atividades_2014_2015.pdf. Serviço Educativo do Museu do Douro (Coord.) (2013). Eu Sou Paisagem Programa Educativo 2013 e 2014. Peso da Régua: Museu do Douro. Retrieved from http://issuu.com/semuseudouro/docs/programa_atividades_2013_2014. Serviço Educativo do Museu do Douro (coord.) (2012). Eu sou Paisagem Atividades 2012 e 2013. Peso da Régua: Museu do Douro. Retrieved from http://issuu.com/semuseudouro/docs/programadeatividades_se_ Serviço Educativo Museu do Douro (Coord.) (2011). Eu Sou Paisagem Programa Educativo 2011 e 2012. Peso da Régua: Museu do Douro. Retrieved from http://issuu.com/semuseudouro/docs/atividades2011_2012_semuseudodouro. Sternfeld, N. (2012). Playing by the rules of the game. Participation in the post-representative museum. CuMMA PAPERS, 1. Retrieved from https://www.academia.edu/4649528/Playing_by_the_Rules_of_the_Game_
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