Educação museal online no Instagram: mediadores e as relações de didática e de ensino em exposições de um museu de ciências

Abstract

This Dissertation addresses the Mediation and Construction of Online Museum Exhibitions on Instagram in a science museum, from the perspective of Online Museum Education and considering the pedagogical relationships of didactics (theme-mediator and mediator-theme) and of teaching (mediator-visitor) proposed by the Theoretical Model for the use of museums for educational purposes developed by Allard and Larouche in 1999. It is an Exploratory Analysis of the Online Museum Exhibition “Snakes’ Nest 35”, from 2022 during the 16th Museums’ Spring, organized by the Nucleus of Ophidiology and Venomous Animals at the Federal University of Bahia, which has been conducting Online Exhibitions since 2020. The objective was to investigate how the Construction and Mediation of Online Museum Exhibitions on Instagram in science museums occur, considering the pedagogical relationships of didactics and of teaching carried out by mediators. This qualitative research employed document analysis, bibliographic research, and an online questionnaire. The exhibition's organization and mediation were carried out by professors, museum interns, undergraduate and graduate students from curricular components of the Federal University of Bahia, and collaborators. The planning of the exhibition included dialogical classes focused on conceptual dimensions with bibliographies and procedural dimensions with the presentation of methods and techniques for content production through Workshops for the implementation of pedagogical relationships. It was found that conducting an Online Museum Exhibition is feasible as long as there is adequate planning and a formative process for mediators and organizers. Online Museum Education can be established with educational actions that stimulate interaction between the mediator and the public. However, it was not possible to promote the conversational environment with such actions, wich is essential for Online Museum Education. In the workshops, students were encouraged to create actions that promoted a conversational environment on digital platforms, but visitor responses were limited to emojis, compliments, and a few specific questions that did not evolve into broader discussions. Thus, this objective was considered not fully achieved. The challenges included low public participation in questions and the spontaneous management of mediation by students, who reported insecurity in fostering dialogue due to the lack of prior experience or mastery of the subject of venomous animals. This difficulty was highlighted in post-exhibition reflections as an obstacle to online mediation. It is evident that mediators must stimulate active visitor participation through dialogue. This approach should ensure that the museum theme generates critical reflection and contributes to the development of cultural practitioners, in alignment with the principles of Online Museum Education. For this, it is necessary to have an interdisciplinary team with diverse skills working in partnership. Finally, the research concludes that, despite the observed limitations, it is feasible to conduct educational online museum exhibitions on Instagram, considering the potential and constraints of these tools. The formative process of mediators proved fundamental to the success of the exhibitions, allowing for the identification of strengths and the implementation of continuous improvements. Thus, developing more effective practices in Online Museum Education can contribute both to innovation in museums and to expanding educational impact in digital contexts.