Educação climática no museu: cartografando inéditos viáveis no antropoceno

• Ano de defesa: 2023
• Autor(a) principal: Gedraite, Leonardo dos Santos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Museu; Museum; Antropoceno; Anthropocene; Mudanças Climáticas; Climate Change; Paulo Freire; Emergência Climática; Climate Emergency; Círculo de Cultura; Culture Circles; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educação; Mudanças climáticas; Freire, Paulo, 1921-1997 - Crítica e interpretação; Clima - Educação
• Link de acesso: https://repositorio.ufu.br/handle/123456789/39283; http://doi.org/10.14393/ufu.te.2023.7056

We live during the Anthropocene, a catastrophic time, and it is necessary to discuss the education of new generations to deal with this “current-future” end of the world. Considering this historical background, the present work aims to reflect on what we understand by climate education and to demonstrate the importance of museums for this educational process. The research was carried out in a cartographic epistemological-methodological perspective, with the research path starting through the report of an educational action carried out in 2021, based on the new museology. In view of the Covid-19 pandemic scenario and based on the concept of a social network as a democratic space, we used the timeline of the Museu de Biodiversidade do Cerrado profile on the Instagram social network to propagate an educational action based on the “museum-exhibition-research” format: the composition of the feed became a museum exhibition, alternating images and video testimonials. In this way, the museum acted as a possible link between human and non-human actors, and as a translator, since the idea of listening, assessing the impacts of climate change and bringing this debate to the public can be characterized as a Latourian mediation. The museum enabled the mapping of controversies, becoming a spokesperson for non-humans and, like “a window”, allowed access to the social impacts caused by climate change according to the participants perception. The cartographic path of the thesis followed a movement of praxis, starting from practical experience and going to theoretical reflection on the contributions of Paulo Freire's thought, and Practices of Environmental Education reasoned on them, to climate education, discussing concepts in Freire's epistemology that allow the elaboration of a climate education and discussing decolonial contributions that allow this theory adaptation for the Anthropocene, in a non-modern perspective. Finally, the last chapter seeks to return to practice, proposing climate circles, an epistemo-methodological creation based on the culture circles used by Paulo Freire and their application in museums. We conclude that museums are spaces with multiple possibilities for climate education and Freire's epistemology has much to contribute to climate education, including methodological aspects, such as climate circles.