Do museu à reportagem à sala de aula: a transposição didática de reportagens baseadas em fontes museológicas

Abstract

This article intended to record, with peer observation of teaching, the use of journalistic stories based on the dialogue with museums (either focused on History/Archaeology and/or Natural History) as an educational practice that takes place within the classroom, thus contributing to the understanding of this process of multiple didactic transpositions. To achieve this goal, the literature review discussed the social/educational role that museums and journalism play in articulation with school education. Two sessions of observation were carried out: one during a class on History of Brazil, whose theme was decolonization, and another in a class on Biology, whose theme was the role humans play in the loss of biodiversity. As a result, note that the use of journalistic stories allowed teachers to extrapolate their curricula, thus including discussions focused on contemporary socially acute topics.