Educação museal e feminismos no Brasil : silenciamentos, estranhamentos e diálogos a partir de um olhar interseccional e decolonial
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2023
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A presente tese tem por objetivo compreender as relações entre Educação Museal e feminismos
interseccionais e decoloniais no Brasil. Tendo como hipótese que silenciamentos e
estranhamentos têm marcado essa relação, mas que esses diálogos são possíveis e urgentes no
campo da Sociomuseologia, principalmente. A tese justificou-se pela necessidade de investigar
de forma aprofundada a Educação museal no Brasil, por meio de um viés feminista crítico. Em
termos metodológicos, usei a bibliometria, de questionário online e a realização de entrevistas
semiestruturadas, além da revisão bibliográfica e de análise de conteúdo com o material gerado
pelas entrevistas. Parto de construções realizadas por Juliana Siqueira (2017; 2019), Catherine
Walsh et al., (2018) e Camila Moraes Wichers (2018), entre outras. Como resultado observei o
predomínio de mulheres como referências de disciplinas de Educação nas graduações em
Museologia, porém, lemos mais autoras brancas e do eixo Rio de Janeiro-São Paulo. Por fim,
os diálogos estabelecidos nas entrevistas revelam barreiras a serem enfrentadas por educadoras
museais, sobretudo, quando se trata de mulheres com marcadores sociais da diferença que
tendem a excluí-las como raça, classe, região e sexualidade, dentre outros.
The present thesis aims to understand the relations between Museum Education and intersectional and decolonial feminisms in Brazil. Having as hypothesis that silences and estrangements have marked this relationship, but that these dialogues are possible and urgent in the field of Sociomuseology, especially. The thesis was justified by the need to investigate in depth museum education in Brazil, through a critical feminist bias. In methodological terms, I used bibliometric, online questionnaire and semi-structured interviews, besides literature review and content analysis with the material generated by the interviews. I depart from constructs made by Juliana Siqueira (2017; 2019), Catherine Walsh et al., (2018) and Camila Moraes Wichers (2018), among others. As a result, I observed the predominance of women as references of Education subjects in the graduations in Museology, however, we read more white authors and from the axis Rio de Janeiro-São Paulo. Finally, the dialogues established in the interviews reveal barriers to be faced by museum educators, especially when it comes to women with social markers of difference that tend to exclude them as race, class, region and sexuality, among others.
The present thesis aims to understand the relations between Museum Education and intersectional and decolonial feminisms in Brazil. Having as hypothesis that silences and estrangements have marked this relationship, but that these dialogues are possible and urgent in the field of Sociomuseology, especially. The thesis was justified by the need to investigate in depth museum education in Brazil, through a critical feminist bias. In methodological terms, I used bibliometric, online questionnaire and semi-structured interviews, besides literature review and content analysis with the material generated by the interviews. I depart from constructs made by Juliana Siqueira (2017; 2019), Catherine Walsh et al., (2018) and Camila Moraes Wichers (2018), among others. As a result, I observed the predominance of women as references of Education subjects in the graduations in Museology, however, we read more white authors and from the axis Rio de Janeiro-São Paulo. Finally, the dialogues established in the interviews reveal barriers to be faced by museum educators, especially when it comes to women with social markers of difference that tend to exclude them as race, class, region and sexuality, among others.
Descrição
Orientação: Camila Azevedo de Moraes Wichers
Palavras-chave
DOUTORAMENTO EM MUSEOLOGIA, MUSEOLOGIA, MUSEOLOGY, DECOLONIALIDADE, DECOLONIALITY, EDUCAÇÃO MUSEOLÓGICA, MUSEUM EDUCATION, FEMINISMO, FEMINISM