Resumo

LIMA, Jully Anne Almeida  e  BERNARDO, José Roberto da Rocha. Educational action and social practice: teaching possibilities in science museums. Rev. Diálogo Educ. [online]. 2021, vol.21, n.69, pp.521-538.  Epub 11-Jun-2021. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.21.069.ds01.

For a long time, science museums have only dedicated themselves to the accumulation of objects, serving a restricted public and offering activities absolutely unrelated to social functions and commitments. From the second half of the 1960s onwards, concerns about the social function of museums gained strength and motivations that led to changes in the universe of museums, propelling these institutions towards new socially engaged practices. This article aims to discuss the articulation between science and the social environment in which the Museum of Life - Fiocruz is inserted, and is part of a broader master's research, completed in 2019, with the collaboration of participants from Pro-Cultural educational action. The research, with qualitative bias, was mainly based on Paulo Freire's critical and socio-cultural pedagogy, which prioritizes a dialogical and democratic education, in the perspective of valuing the knowledge and experiences of the subjects involved in the educational process. The results showed that the educational actions, in addition to the contribution in bringing people together in the museum-public relationship, have the potential to elucidate non-scientists in relation to scientific issues, at the same time that they favor reflections on their socio-cultural experiences. In the specific case of this research, we highlight the valuable reflections on directs, empathy, self-esteem, belonging, identity, resistance and politics.

Palavras-chave : Education in museums; Science museums; Dialogic education; Educational action.

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