<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132014000300013</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As pesquisas sobre aprendizagem em museus: uma análise sob a ótica dos estudos da subjetividade na perspectiva histórico-cultural]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Pilar de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[Albertina Mitjáns]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A13">
<institution><![CDATA[,Instituto de Educação Superior de Brasília, Brasília, DF, Brasil Núcleo de Educação a Distância ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A13">
<institution><![CDATA[,Universidade de Brasília (UnB), Brasília, DF, Brasil Faculdade de Educação, Instituto de Educação Superior de Brasília, Brasília, DF, Brasil]]></institution>
<addr-line><![CDATA[Brasília, DF]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2014</year>
</pub-date>
<volume>20</volume>
<numero>03</numero>
<fpage>721</fpage>
<lpage>737</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132014000300013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132014000300013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132014000300013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo tem por objetivo comentar a produção científica na área de aprendizagem em museus à luz dos estudos da subjetividade na perspectiva histórico-cultural, conforme proposta por González Rey. Nesta perspectiva teórica, processos de aprendizagem são compreendidos como expressões de produções subjetivas do aprendiz, considerando-o em sua condição singular de sujeito sócio-histórico, implicado por processos emocionais. Em primeiro lugar, apresentamos uma revisão da produção científica da área, identificando e comentando as concepções teóricas predominantes. Em segundo, discutimos pesquisas relacionadas ao tema de identidade de aprendizagem em museus e às inter-relações museu-escola. Concluímos que esta perspectiva teórica oferece contribuições para a aprendizagem em museus na medida em que consiste em uma nova aproximação à compreensão da participação do emocional na aprendizagem museal e considera as formas altamente singulares em que se constituem processos de aprendizagem e, por fim, permite um novo olhar sobre questões da inter-relação entre a aprendizagem escolar e museal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper comments on research on learning in museums in the light of studies of subjectivity from a cultural-historical standpoint. The Subjectivity Theory, as proposed by González Rey, assumes learning processes as expressions of subjective productions of the learner, considering him/her in his/ her singular social-historic condition, immersed in emotional processes. We assume that this theory offers contributions to understanding learning in museums and provides a theoretical framework for future field research. Firstly, we present a literature review, commenting on predominant theoretical approaches. Secondly, we discuss research related to museum learning identity as well as to the interrelations between museum and school learning. We conclude that this theoretical perspective offers contributions to the area since it constitutes a new approach to understanding the role of emotions in museum learning, it considers learning as a highly singular process and it allows a new look at issues of school and museum learning.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Não Formal]]></kwd>
<kwd lng="pt"><![CDATA[Museu;]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Subjetividade;]]></kwd>
<kwd lng="pt"><![CDATA[Produção Científica]]></kwd>
<kwd lng="en"><![CDATA[Non-Formal Education]]></kwd>
<kwd lng="en"><![CDATA[Museum]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Subjectivity]]></kwd>
<kwd lng="en"><![CDATA[Scientific Production]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>As  pesquisas sobre aprendizagem em museus: uma an&aacute;lise sob a &oacute;tica dos estudos da  subjetividade na perspectiva hist&oacute;rico-cultural.</h2> <h3>Research on learning in museums: an analysis from a  historical-cultural approach to subjectivity.</h3>     <p>&nbsp;</p> <h4>Pilar  de Almeida, Albertina Mitj&aacute;ns Mart&iacute;nez    <br> </h4> </font>      ]]></body><back>
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