SCHOOLS AND CULTURAL EQUIPMENT: RECONFIGURING SPACES AND RELATIONSHIPS THAT CONTRIBUTE TO EDUCATIONAL ACTIONS FOR/WITH CHILDREN
Nombre: DANIELLY TINTORI NASCIMENTO
Fecha de publicación: 16/12/2024
Junta de examinadores:
Nombre |
Rol |
|---|---|
| ADRIANA ROSELY MAGRO | Examinador Interno |
| LUCIANA GRUPPELLI LOPONTE | Examinador Externo |
| MARGARETE SACHT GOES | Presidente |
Resumen: This research aims to investigate the ongoing training processes for teachers and mediators, which are offered at Cultural Equipment in the city of Vitória/ES, analyzing whether these trainings contribute to and reconfigure the processes of visitation, mediation and pedagogical actions for/with children in Early Childhood Education. Such trainings broaden the discussions about the collaboration between School and Cultural Equipment, that is, between Early Childhood Education Centers and Exhibition Spaces in the city. From a methodological point of view, participatory research was used, according to the approach of Gil (2002), and was supported by the discursive textual analysis of Moraes and Galiazzi (2007).
In retrospect, we then reviewed the paradigms about authors who discuss the training of teachers and professionals who work in mediation processes in Cultural Spaces and on the School-Art Space collaboration, such as Carvalho (2007) and Gabre (2016, 2021). Based on the historical-cultural perspective from Vygotsky (2007; 2009), we bring the concept of mediation to both professionals. Regarding teacher training, we are theoretically based on Nóvoa (2017) and, specifically for Art teachers in formal and non-formal spaces, on Gohn (2006) and Loponte (2017; 2013), seeking to understand the problems and challenges existing in the training of teachers and mediators in these exhibition spaces in the city of Vitória/ES. Additionally, based on Vergès' (2023) decolonial perspective and the concept of Post-Museum, we rethink the role of Art Museums, proposing a redefinition that involves the deconstruction of colonial practices and the creation of new forms of mediation and interaction with children.
