A periferia vai ao Museu : ações educativas do Museu de História Júlio de Castilhos – o caso do projeto Museu Ponte

Abstract

The dissertation aims to analyze the relationship between the educational actions of the Museum Bridge Project (MBP), developed at the Júlio de Castilhos History Museum (MHJC), and the learning experiences of students from peripheral schools in Porto Alegre. The research is justified by the need to understand how museum visits can enrich the education of students in socially vulnerable contexts, promoting access to culture and enhancing their education. The guiding question of the study is: How do the educational actions of the MBP contribute to the learning experiences of students from peripheral schools in Porto Alegre? To answer this, the following specific objectives were established: to identify the stages of planning the MBP activities and their influence on learning; to analyze the impact of teachers' pre-visit to the MHJC on the quality of the visit and learning; to understand students' experiences with the mediation of activities; and to investigate how museum experiences are developed in the classroom by teachers. The research adopts a qualitative approach, configuring itself as a case study, with data collection conducted through participant observation and semi-structured interviews with teachers from the MBP. The results indicate that the educational actions of the MBP enrich students' learning, promoting engagement and interest in cultural heritage, as well as facilitating access to the MHJC, overcoming challenges such as lack of transportation. The pre-visit activity demonstrated an impact on the quality of mediation and content appropriation. The museum experience complemented school teaching, strengthening the connection between curriculum and educational practice. Museum mediation was identified as a knowledge enhancer, stimulating curiosity and appreciation for local culture. Teachers recognize the relevance of educational actions in museums as valuable pedagogical practices. However, challenges for the sustainability of the project were identified, such as the need for continuous funding and strengthening institutional partnerships. Analyses of students' letters after the visit revealed significant categories: Museum Exhibitions, Visit Experience, and Educational Aspects, indicating that students valued the exhibits, reporting moments of discovery and critical learning about their culture and history. These findings reinforce the importance of connecting formal education with cultural experiences, especially in peripheral schools, contributing to debates on public policies for democratizing access to culture and heritage education.