A comunicação educativa como factor de (re)valorização do Património Arqueológico : boas práticas em museus de arqueologia Portugueses
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2013
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No presente trabalho de investigação procuramos analisar a comunicação educativa como factor de (re)valorização do património arqueológico através de exemplos
de boas práticas em museus de arqueologia portugueses.
No enquadramento teórico e metodológico aplicado à tese, descrevemos a arquitectura conceptual e os conceitos estruturantes (comunicação, educação, comunicação educativa e boas praticas educativas em museus, revalorização do património arqueológico e museus de arqueologia). Criámos um novo modelo de estudo, que denominados de museologia arqueológica participativa, baseado na sociomuseologia e nos princípios da
musealização da arqueologia e da transversalidade do Património arqueológico.
A museologia arqueológica participativa visa a construção de estratégias de comunicação e de ambientes de aprendizagem expressas em acções comunicativas e
educativas no sentido de tornar os visitantes participativos, através da mediação, da museografia e dos recursos museográficos. Assim, o objectivo final passa por tornar o
museu num centro de aprendizagem e participativo onde os visitantes possam fazer os seus
próprios caminhos de aprendizagem e de produção de conhecimento.
Elaboramos uma análise reflexiva sobre história dos Museus de Arqueologia.
Analisamos a evolução de conceitos e tipologias dos museus de arqueologia. Identificamos
vários tipos de espaços museológicos de arqueologia e procedemos ao seu recenseamento
até 2013.
A nível das estratégicas de comunicação educativa, efectuamos uma investigação comparativa entre as estratégias de comunicação educativa presenciais e a distância
utilizadas nos museus de arqueologia.
Por último, identificámos e procedemos a uma análise comparativa de boas práticas de comunicação educativa em museus arqueológicos portugueses. Assim, para
além da mais-valia dessas boas práticas, apontamos o caminho para que as mesmas se articulem em rede. Só assim, as boas práticas podem passar da excepção para a ―regra‖ e
contribuírem de uma forma assertiva para a (re)valorização do património arqueológico
envolvendo os visitantes e respectivas comunidades, ou seja, devolvendo o património participado como memória colectiva à própria sociedade.
In this research work we analyzed the educational communication as a means of (re)valorization of the archaeological heritage through examples of good practice in Portuguese museums of archaeology. In the theoretical and methodological framework applied to the thesis, we describe the conceptual architecture and key concepts (communication, education, educational communication and good educational practices in museums, (re) valorization of the archaeological heritage and museums of archaeology). We created a new study model, which we called participatory archaeological museology, based on the principles of Sociomuseology and musealization of archaeology and on the transversality of the archaeological heritage. The participatory archaeological museology aims to build communication strategies and learning environments expressed in communicative and educational activities, in the sense of making visitors more active and participative, through mediation, museography and museographic resources. Thus, the final objective is to make the museum a learning and participatory centre, where visitors can make their own learning paths and knowledge production. We developed a reflective analysis on the history of Museums of Archaeology. We analyzed the evolution of concepts and typologies of museums of archaeology. We have identified several types of archaeological museum spaces and proceeded to its census until 2013. Concerning the strategies of educational communication, we have conducted a comparative research between in-person and distance strategies of educational communication used in archaeological museums. Finally, we have identified and made a comparative analysis of good practices in educational communication in Portuguese Archaeological Museums. Thus, in addition to the added value of these good practices, we have pointed the way to how they can articulate in a network. Only in this way can good practice go from the exception to become the reality and contribute, in an assertive way, to the (re) valorization of the archaeological heritage, involving visitors and their communities, i.e. by returning the participatory heritage as collective memory to the society itself.
In this research work we analyzed the educational communication as a means of (re)valorization of the archaeological heritage through examples of good practice in Portuguese museums of archaeology. In the theoretical and methodological framework applied to the thesis, we describe the conceptual architecture and key concepts (communication, education, educational communication and good educational practices in museums, (re) valorization of the archaeological heritage and museums of archaeology). We created a new study model, which we called participatory archaeological museology, based on the principles of Sociomuseology and musealization of archaeology and on the transversality of the archaeological heritage. The participatory archaeological museology aims to build communication strategies and learning environments expressed in communicative and educational activities, in the sense of making visitors more active and participative, through mediation, museography and museographic resources. Thus, the final objective is to make the museum a learning and participatory centre, where visitors can make their own learning paths and knowledge production. We developed a reflective analysis on the history of Museums of Archaeology. We analyzed the evolution of concepts and typologies of museums of archaeology. We have identified several types of archaeological museum spaces and proceeded to its census until 2013. Concerning the strategies of educational communication, we have conducted a comparative research between in-person and distance strategies of educational communication used in archaeological museums. Finally, we have identified and made a comparative analysis of good practices in educational communication in Portuguese Archaeological Museums. Thus, in addition to the added value of these good practices, we have pointed the way to how they can articulate in a network. Only in this way can good practice go from the exception to become the reality and contribute, in an assertive way, to the (re) valorization of the archaeological heritage, involving visitors and their communities, i.e. by returning the participatory heritage as collective memory to the society itself.
Descrição
Orientação : Mário Moutinho
Palavras-chave
MUSEOLOGIA, MUSEOLOGY, PATRIMÓNIO ARQUEOLÓGICO, ARCHAEOLOGICAL HERITAGE, MUSEUS, MUSEUMS, DOUTORAMENTO EM MUSEOLOGIA, EDUCAÇÃO, EDUCATION, COMUNICAÇÃO, COMMUNICATION