Tibuns com/no MAR (Museu de Arte do Rio) mediação e aprendizagem em um espaço poroso
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2019-04-09
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Munhoz, Angélica Vier
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A presente dissertação partiu de uma doca de pesquisa, o Grupo de Pesquisa Currículo, Espaço, Movimento (CEM), para uma imersão no MAR – o Museu de Arte do Rio, no Rio de Janeiro. Inaugurado em 2013, o MAR foi criado na perspectiva de constituir-se como um museu escola. Instalado em dois prédios – Pavilhão de Exposições e Escola do Olhar – constata-se nele um desejo de articulação, física e simbólica, entre 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 tornaram-se as noções para operar esta investigação. Autores da Filosofia da Diferença, como Gilles Deleuze e Michel Foucault, assim como Sandra Corazza e Silvio Gallo, entre outros,
serviram como aportes teóricos para o estudo. Por outra via, buscou-se também a aproximação de autores que têm se ocupado em estudar a instituição museu. Destacam-se aqui Carmen Mörsch, George Yúdice, Tony Bennett e Carol Duncan. A imersão no MAR consistiu em tibungar – processo que implicou mergulhar e retornar, ir e voltar, traçar mapas, tornando-se o próprio procedimento metodológico da referida investigação. Nessa perspectiva, tibungar possibilitou imergir em espaços ainda não pensados, marear territórios existenciais inéditos, acompanhar fluxos, agenciar novas relações com o outro e consigo mesmo. 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
com o seu público, seja ele professores ou demais envolvidos. Da mesma forma a investigação buscou destacar a relevância dos espaços não escolares - museus - para pensar a área de ensino, considerando a proposta de práticas pedagógicas que se dão entre museu-escola/professor-educador. Cabe, por fim, destacar que a presente dissertação foi realizada com apoio da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), Brasil, sob o Código de Financiamento 001.
This dissertation has departed from a research dock, the Research Group Curriculum, Space, Movement (CEM), for an immersion into MAR – the Art Museum in Rio de Janeiro. Founded in 2013, MAR was designed to be a school museum. 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. Diving 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 and Michel Foucault, as well as Sandra Corazza and Silvio Gallo, among others, provided theoretical support for this study. Through another path, there was also an approximation to authors that have focused their studies on the museum as an institution, such as Carmen Mörsch, George Yúdice, Tony Bennett and Carol Duncan. The immersion into MAR consisted in diving – a process that involved diving and coming up, leaving and coming back, and tracing maps, which thus became the methodological procedure of this investigation. From this perspective, diving has enabled the immersion into not-yet-designed spaces, navigating uncharted existential territories, following flows, and causing new relationships with the other and oneself. 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. In the same way the research sought to highlight the relevance of non-school spaces - museums - to think about the teaching area, considering the proposal of pedagogical practices that take place between museum-school/teacher-educator. Furthermore, they helped us regard the museum as a porous space that can produce experiences with its visitors, whether they are teachers or other people. Finally, it should be highlighted that this dissertation was supported by the Coordination for the Improvement of Higher Education Personnel (CAPES), Brazil, under the Funding Code 001.
This dissertation has departed from a research dock, the Research Group Curriculum, Space, Movement (CEM), for an immersion into MAR – the Art Museum in Rio de Janeiro. Founded in 2013, MAR was designed to be a school museum. 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. Diving 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 and Michel Foucault, as well as Sandra Corazza and Silvio Gallo, among others, provided theoretical support for this study. Through another path, there was also an approximation to authors that have focused their studies on the museum as an institution, such as Carmen Mörsch, George Yúdice, Tony Bennett and Carol Duncan. The immersion into MAR consisted in diving – a process that involved diving and coming up, leaving and coming back, and tracing maps, which thus became the methodological procedure of this investigation. From this perspective, diving has enabled the immersion into not-yet-designed spaces, navigating uncharted existential territories, following flows, and causing new relationships with the other and oneself. 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. In the same way the research sought to highlight the relevance of non-school spaces - museums - to think about the teaching area, considering the proposal of pedagogical practices that take place between museum-school/teacher-educator. Furthermore, they helped us regard the museum as a porous space that can produce experiences with its visitors, whether they are teachers or other people. Finally, it should be highlighted that this dissertation was supported by the Coordination for the Improvement of Higher Education Personnel (CAPES), Brazil, under the Funding Code 001.
Descrição
Palavras-chave
Museu de Arte do Rio; Aprendizagem; Transcriação; Arte; Porosidade; Educação; Learning; Transcreation; Art; Porosity; Education
Citação
DÍAZ, José Alberto Romaña. Tibuns com/no MAR (Museu de Arte do Rio) mediação e aprendizagem em um espaço poroso. 2018. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 22 out. 2018. Disponível em: http://hdl.handle.net/10737/2496.