Contribuições do museu como espaço formador de professores : em busca de saberes para um novo habitus profissional

Abstract

The main objective of this study is to analyze how museums contribute to teacher training in shaping a new professional habitus. The starting point is this research question: What teaching knowledge can be acquired or constructed in museum spaces to support the development of a new professional habitus? This research follows a qualitative approach, of the bibliographical research type, conducted through an integrative review and meta-synthesis of data collected from 2017 to 2024. It includes: a) theses and dissertations from the Capes Database, b) articles from the SciELO Platform, and c) proceedings from the national meetings of ANPEd. For data collection, structured records were utilized from the perspective of meta-synthesis. It is grounded in Bourdieu (1987, 1996, 1997, 2001, 2006, 2011a, 2011b, 2011c, 2011d) and Bourdieu and Darbel (2018). Contributing authors include those who discuss museums as spaces for teacher training, such as Marandino (2008, 2017), Bitter (2009), Falcão (2009), Araújo (2018), and Borges (2018), as well as those who focus on teacher training research, like Candau (2000, 2016), Libâneo (2001, 2010), Gatti (2010), Abdalla (2004, 2006, 2015, 2017, 2024a), and Nóvoa (2017, 2019). Two dimensions of analysis were developed based on the content analysis technique (Franco, 2008; Bardin, 2011): 1st Types of teaching knowledge based on museum experiences, forming the category "Teaching Knowledge", which is subdivided into three units of meaning: didactic-pedagogical knowledge, experiential knowledge and professional knowledge; 2nd Contributions of museums as a space for teacher training - highlighting the category “Becoming a teacher (a new professional habitus)”, which branched into two units of meaning: teaching knowledge and the social/cultural space of the museum and requirement of reflexivity and ethics in the constitution of a new professional habitus. The results indicate that: a) among the studies analyzed, those that investigated the experiences of students and teachers, in initial training and in relation to the monitoring/mediation practices developed, presented more detailed data and examples, confirming the contributions of museums to the construction of teaching knowledge; b) among the knowledge identified, didactic-pedagogical gains prominence, as it improves didactic-pedagogical strategies towards a critical-reflective perspective; c) museums contribute to the development of teaching knowledge towards the construction of a new professional habitus, especially when the training experiences lived in these spaces are permeated by reflexivity and ethics. Although studies have explored the relationship between museum spaces and teaching knowledge, within the time frame of 2017-2024, none have conducted bibliographic research that integrates the analysis of various studies using the integrative review method. This approach provides broader data on museum experiences among undergraduate and graduate students across diverse regional and social contexts. This study aims to fill a gap in the literature by providing an expanded synthesis of formative experiences in museum spaces, which can help guide pedagogical practices and support professional teaching practice. The research presents collaborative potential by inspiring new studies on the same topic and raising hypotheses about other training spaces and times.