Abstract

SILVA, Katia Franklin Da. Inclusive Radical Pedagogy in the provocations of Aesthetic Education in Science Museums. Conjectura: filos. e Educ. [online]. 2023, vol.28, e023036. ISSN 2178-4612.  https://doi.org/10.18226/21784612.v28.e023036.

We introduce the theme of Inclusive Radical Pedagogy within the provocations of Aesthetic Education in science museums. Our goal is to discuss how science museums can also serve as spaces to elicit higher levels of consciousness provoked by Aesthetic Education. Art museums are undisputedly regarded as venues for Aesthetic Education, whereas science museums are typically associated with spaces of knowledge, focusing on the intelligible rather than the sensible. Our theoretical foundation relied on Franklin (2019), Gascón (2014, 2018), Kant (2003, 2012, 2013a, 2013b), Neitzel (2012), Schiller (2013, 2002a, 2002b), and Searle (2015), among others. The results demonstrated that the Museum of Natural Sciences has aesthetically designed spaces to sensitize the public and enables aesthetic experiences that foster higher levels of individual consciousness.

Keywords : Inclusive Radical Pedagogy; Aesthetic Education; Science museum.

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