Museologial process : exclusion criteria

In the last few years, reflections around knowledge building in the museology area have increased considerably, allowing us to cast many gazes over our actions, and, consequently, enabling us to a wider debate around our professional action field, decreasing our exclusion from the academic environment – museologists reproducing the knowledge produced in other areas. In the present work, we shall approach some issues related to the museological process, taking as a reference several studies about the subject, which, due to the time given to us in this round table, could not be re-presented here for discussion. Besides, we have dedicated a chapter to such approach in our publication titled “Museological Process and Education: building a didactic-community museum”. So we have opted instead to carry out a reflection about exclusion, looking into the museum institution and into the application of museological processes; in other words, we shall carry out a self-criticism, in which I include myself, affecting an analysis that will be debated here, considering, additionally, that the museums and museological practices are in relation to the other social global practices, therefore, they are the result of human relations at each historical moment. Finally, based on our lived experience, we shall give continuity to our reflection process, highlighting the importance of knowledge production for the area of museology and the relevance of the theory-practice relation, punctuating some aspects we think that may contribute to the construction of a museological action that may serve as a historical elaboration in securing a space for self- determination.

ARX, model thinking: taxonomy and operativity of an architectural process

The purpose of this work was to establish a taxonomy of hand made model construction as a platform for an approach to project an operative method in architecture. It was therefore studied and catalogued in a systematic approach a broad model production in the work of ARX. A wide range of families and sub-families of models were found, with different purposes according to each phase of development, from searching steps for a new possible configuration to detailed refined decisions. This working method revealed as most relevant characteristics, the grounds for a potential personal reflection and open discussion on project method, its flexibility on space modeling, an accuracy on the representation of real construction situations and its constant and stimulating opening to new suggestions. This research helped on a meta-reflection about this method, having been useful on creating a consciousness of processes that pretend to become an autonomous language, knowledge that might become useful to those who pretend to implement a haptic modus operandi in the work of an architectural project.

Evolving definition of sociomuseology : proposal for reflection

Sociomuseology expresses a considerable amount of the effort made to suit museological facilities to the conditions of contemporary society. The process of opening up the museum, as well as its organic relation with the social context that infuses it with life, has resulted in the need to structure and clarify the relations, notions and concepts that may define this process. Sociomuseology is thus a scientific field of teaching, research and performance which emphasizes the articulation of museology, in particular, with the areas of knowledge covered by Human Sciences, Development Studies, Services Science, and Urban and Rural Planning. The multidisciplinary approach of Sociomuseology aims to strengthen the acknowledgement of museology as a resource for the sustainable development of Humanity, based on equal opportunities as well as social and economic inclusion. Sociomuseology bases its social intervention on mankind’s cultural and natural heritage, both tangible and intangible. What characterizes Sociomuseology is not so much the nature of its premises and its goals, as is the case with other areas of knowledge, but the interdisciplinary focus which makes it draw on perfectly consolidated areas of knowledge and relate them with Museology itself.

Aprendizagem Cooperativa : um contributo para a diferenciação pedagógica inclusiva

A dissertação incidiu na diferenciação pedagógica inclusiva, especificamente, num grupo/turma com diferentes anos de escolaridade, com aprendizagens diferentes, e alunos com Necessidades Educativas Especiais (NEE) de índole comportamental e cognitivo, tendo como objectivo constituir alternativa ao problema. As professoras titulares de turma e de educação especial, em cooperação, planificaram e implementaram este estudo, cujo ponto de partida consistia em promover o desenvolvimento pessoal e social, tendo por base um livro pertencente ao Plano Nacional de Leitura (PNL). Foram desenvolvidas estruturas cooperativas de forma a melhorar comportamentos e aprendizagens em todos os alunos e em especial dos alunos com NEE. Neste processo de observação e reflexão, a experiência foi conceptualizada e analisada com o objectivo de contribuir para a mudança. A análise de dados do trabalho individual e de grupo dos alunos, onde se inferiu uma maior ajuda, autonomia, responsabilidade, envolvimento e interesse, pelas actividades, permitiu-nos verificar que os objectivos foram alcançados na sua maioria O estudo permitiu evidenciar a diminuição de conflitos comportamentais, contribuindo para um clima de entreajuda englobando todos os alunos, onde a partilha de conhecimentos coadjuvou para melhorar as aprendizagens de todos.