Planning educational practices in arte museums: four starting points

Abstract

Studying planning in education concerns, at first, a basic triad of relationships that appears in the relative transitivity of the verb to teach in Portuguese grammar: whoever teaches, teaches something to someone. In addition, there are methods: it is through them that subjects approach contents. In this article, I encourage you to think of these elements as the four basic aspects from which we can build an educational practice in an art museum. From these simple components, throughout the text I seek to reveal a more com-plex outlook, in which specific characteristics of each cultural environment may compose the nuances of the education practiced. I develop such ide-as through samples from educational practices in art museums, obtained through a state-of-the-art survey developed during doctoral research. From a methodological standpoint, it is, therefore, a theoretical research with a bibliographic survey. This investigation stands in the intersection among the fields of semiotics, communication and education. Authors Amálio Pinheiro, François Laplantine, Iuri Lotman, Jesús Martín-Barbero, Paulo Freire and Richard Sennett have had special relevance to my approach to the theme.