<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992020000100149</article-id>
<article-id pub-id-type="doi">10.14244/198271993114</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Mediação e aprendizagem num espaço poroso: tibuns com/no MAR (Museu de Arte do Rio)]]></article-title>
<article-title xml:lang="en"><![CDATA[Gallery education and learning in a porous space - plunges with/in to MAR (Rio Art Museum)]]></article-title>
<article-title xml:lang="es"><![CDATA[Mediación y aprendizaje en un espacio poroso: zambullidos con/en el M.A.R (Museo de Arte do Rio)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz]]></surname>
<given-names><![CDATA[José Alberto Romaña]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Munhoz]]></surname>
<given-names><![CDATA[Angélica Vier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Vale do Taquari - Univates  ]]></institution>
<addr-line><![CDATA[Lajeado RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Vale do Taquari - Univates Programa de Pós-Graduação em Ensino da Universidade do Vale do Taquari - Univates ]]></institution>
<addr-line><![CDATA[Lajeado RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>14</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992020000100149&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992020000100149&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992020000100149&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo é o recorte de uma investigação realizada no Mestrado em Ensino da Universidade do Vale do Taquari - Univates, no período de 2017-2018. Trata-se de uma imersão no MAR - Museu de Arte do Rio, no Rio de Janeiro, Brasil. Inaugurado em 2013, o MAR foi instalado em dois prédios - Pavilhão de Exposições e Escola do Olhar, com a finalidade de articular, física e simbolicamente, os campos educacional e artístico. Mergulhar no MAR teve como propósito buscar compreender de que modo um museu pode tornar-se um espaço poroso, produtor de processos de aprendizagem. Aprendizagem, mediação, transcriação e porosidade foram as noções operadas nesta investigação. Autores da Filosofia da Diferença como Gilles Deleuze (1988, 2003), serviram como aportes teóricos para o estudo. A imersão no MAR consistiu em &#8220;tibungar&#8221; - processo que implicou mergulhar e retornar, ir e voltar, traçar mapas, tornando-se o próprio procedimento metodológico da referida investigação. Os resultados da investigação ajudaram a compreender que práticas educativas inventivas, construídas por educadores/mediadores de museus, podem ser produtoras de novas experiências de ensinar e aprender. Além disso, apontaram para pensar o museu como um espaço poroso, capaz de produzir experiências de mediação e aprendizagem com o seu público, seja ele professores ou demais envolvidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper is part of a dissertation carried out in the Masters in Teaching of the University of Vale do Taquari - UNIVATES, in the period of 2017-2018; it is about an immersion into MAR - the Museu de Arte de Rio de Janeiro (Brazil). Founded in 2013, it comprises two buildings - the Exhibition Pavilion and the Looking School -, which show a physical and symbolic articulation between the educational and the artistic fields. Plunge into MAR was an attempt to understand how a museum can become a porous place that produces learning processes. Learning, mediation, transcreation and porosity are the notions used in this study. Authors of the Philosophy of Difference, such as Gilles Deleuze, provided theoretical support for this study. The immersion into MAR consisted in plunging - a process that involved diving and coming up, leaving and coming back, and tracing maps, which thus became the methodological procedure of this investigation. The results of this investigation have contributed to the understanding that inventive educational practices designed by museum educators/mediators may produce new teaching and learning experiences. Furthermore, they helped us regard the museum as a porous space that can produce experiences of gallery education and learning with its visitors, whether they are teachers or other people.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo es una parte de una investigación realizada en la Maestría en Enseñanza de la Universidad del Valle del Taquari -UNIVATES, en el período de 2017-2018. Tratase de una zambullida en el MAR - Museu de Arte do Rio, Brasil. Inaugurado en 2013, el MAR cuenta con dos edificios - Pabellón de Exposiciones y Escola do Olhar (Escuela de Mirar) - dicho museo presenta un deseo de articulación, física y simbólica, entre los campos educativo y artístico. Zambullir en el MAR tuvo como propósito comprender cómo un museo puede convertirse en un espacio poroso, productor de procesos de aprendizaje. De esa forma aprendizaje, mediación, transcreación y porosidad se convirtieron en las nociones centrales. Los autores de la Filosofía de la Diferencia, como Gilles Deleuze, sirvieron como aportes teóricos para esta investigación. Zambullir en el MAR consistió en: hundirse y salir, ir y volver, trazar mapas; convirtiéndose así en el procedimiento metodológico de esta pesquisa. Los resultados de esta investigación ayudaron a comprender que las prácticas educativas inventadas, construidas por educadores/mediadores de museos, pueden ser productoras de nuevas experiencias de enseñanza y aprendizaje. Asimismo, posibilitaron pensar el museo como un espacio poroso, capaz de producir experiencias de mediação y aprendizaje con los visitantes, sean profesores, o público en general.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Museu de Arte do Rio]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Mediação]]></kwd>
<kwd lng="pt"><![CDATA[Porosidade.]]></kwd>
<kwd lng="en"><![CDATA[Museu de Arte do Rio]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Gallery education]]></kwd>
<kwd lng="en"><![CDATA[Porosity.]]></kwd>
<kwd lng="es"><![CDATA[Museu de Arte do Rio]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Mediación]]></kwd>
<kwd lng="es"><![CDATA[Porosidad.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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