Resumo

GOMEZ-MENDOZA, Yolanda. State of the Art of Museum Education (2000-2020): Research That Emphasizes in Educational and Communicative Processes in Science Museums. Rev. Fac. Cienc. Tecnol. [online]. 2022, n.52, pp.267-282.  Epub 31-Jan-2023. ISSN 0121-3814.  https://doi.org/10.17227/ted.num52-13909.

This article presents the results of the analytical review on a corpus of literature about the subject of museum education. The purpose was to show some scope, possible trends, and gaps from an analysis of the information with a view to demarcating a study among the educational and communicative phenomenon. To begin with, the corpus of 65 studies was configured, nine to establish the antecedents with publications from the last decades of the 20th century, and fifty-six published during a period of 20 years since the year 2000. Secondly, six descriptors are used, which are the following: states of the art, scientific literacy, teaching-learning process, museum educators, language and experience and semiotic analysis. The analysis suggests a relationship between museum education and learning, constituting a continuity in the development of the subject and in the points of view concerning education, although with different meanings of learning. This study shows the changing nature of the museum institution. In addition, the concept of a semiotic code emerges beginning with the multimodal representations that are used in the science education field in articulation with the scientific literacy in its fundamental sense. The debate about multiple semiotic modalities and science learning remains open. To summarize, the field of museum education concentrates its tradition on the pragmatic dimension of the phenomenon oriented towards psychic and social aspects, which is reflected in a knowledge and understanding gap. It is important to generate a study regarding educational and communicative processes as a formal object in order to clarify the way in which knowledge is being recorded for transmission in science museums.

Palavras-chave : museum education; science museum; informal learning; science education; state of the art review.

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