The educational dimension of museums and Science Capital

reflections on inclusion and accessibility in the scientific field

Authors

Gabriela Sehnem Heck PUCRS https://orcid.org/0000-0002-1175-8963
Jessica Norberto Rocha Fundação Cecierj https://orcid.org/0000-0002-9754-3874

DOI:

https://doi.org/10.26512/museologia.v14i27.56251

Keywords:

educação museal, capital da ciência, acessibilidade, inclusão, transformação social

Abstract

The educational dimension of museums plays a crucial role in promoting Science Capital and the inclusion of diverse audiences, especially people with disabilities. Based on discussions at the meeting “Inclusion in STEM Education and Informal Spaces: reflections on Science Capital”, organized by the STEM Education Hub of the British Council Brazil, the text addresses the challenges and opportunities of making museums accessible. The researchers participating in the event highlighted the importance of robust public policies, transversal accessibility practices, the creation of welcoming environments that promote scientific engagement, and the need for coordination with public policies. It is concluded that, in Brazil, there is potential to make the Brazilian National Museum Education Policy even more robust and coordinated if associated with the concept of Science Capital and articulated with an approach of inclusion and accessibility.

Author Biographies

Gabriela Sehnem Heck, PUCRS

Ph.D. candidate in Education at the Pontifical Catholic University of Rio Grande do Sul - PUCRS (2021-present), with a sandwich period at the University of Newcastle (UK) (2022-2023). Currently pursuing a degree Pedagogy Bilingual (Portuguese- Brasilian Sign Language /Libras) at the National Institute of Deaf Education of Rio de Janeiro (INES) (2023 - present). Holds a Master's degree in Science and Mathematics Education from PUCRS (2021) and a Bachelor's degree in Biological Sciences - Teaching (2018). A member of the Curriculum, Culture, and Contemporaneity Research Group - GPECCC (CNPq - PUCRS/2018-present), the Brazilian Sign Language Study and Innovation Group - GEIL (CNPq/2019-present), and the Museums and Accessible Science Centers Group - MCCAC (2020-present). Holds certification in Advanced Libras Course (2019) from the National Federation of Deaf Education and Integration (FENEIS-RS). Currently conducting research on topics related to Inclusive Education, Education in Non-formal Spaces, and Science Capital of individuals with disabilities
Jessica Norberto Rocha, Fundação Cecierj

Science communicator and researcher at Cecierj Foundation (Brazil), a CNPq Productivity Research Fellow and Professor at Oswaldo Cruz Foundation at the Doctorate and Master programs in Bioscience and Health Teaching and the Master in Science, Technology and Health Communication. She is the coordinator of the Research Group Accessible Science Museums and Centres, awarded by CIMUSET/ICOM 2023. She has a Ph.D. in Education from the University of São Paulo (Brazil), a Master in Scientific and Cultural Communication from the University of Campinas (Brazil), and a degree in Language Education from the Federal University of Minas Gerais (Brazil), being one year as an exchange student at Kings College London (UK). My research and practical interests are to increase accessibility and diversity in science communication initiatives and museums.
ORCID ID: https://orcid.org/0000-0002-9754-3874
Research Gate: https://www.researchgate.net/profile/Jessica-Rocha-9
Instagram: @grupomccac
Email: jnrocha@cecierj.edu.br

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