Resumo

MARTINS, Luciana Conrado. Is there a museal curriculum? The curricular theories in the understanding of museum education. ETD [online]. 2018, vol.20, n.3, pp.640-661. ISSN 1676-2592.  https://doi.org/10.20396/etd.v20i3.8651729.

The concept of curriculum is multifaceted and in the universe of school education has a long trajectory of debates and theorizations. Their understanding is subject to different theoretical approaches, more technical, bringing the curriculum as content prescription, time organization and spaces of education, or more critical approaches, emphasizing the social and political choices in curricular construction. The use of the concept of curriculum for the understanding of other educational contexts, such as museums, is not consensual, but has been increasingly explored. This article aims to propose a reflexion about the specificity of museum education by curricular theories, emphasizing its potential not only for the understanding of the elements that compose the museum education, but also for the understanding of the choices made and the tensions existing in the definition of educational museum processes. For this, authors of the field of museum education, that use the curricular theories, are brought, emphasizing the advances and limits of the proposed analyzes. As a way to overcome the normative and prescriptive aspects of these analyzes, it is proposed to use critical theories of the curriculum, especially the concept of pedagogical device of Basil Bernstein. Using the theoretical framework established by this author, some aspects of the constitution and functioning of museum education are elucidated, understanding the museum educational practice as a curriculum in process.

Palavras-chave : Curriculum; Museum; Education; Curricular Theories.

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