Das passagens de Hermes à (trans)formação de Arlequim nos museus virtuais: o espaço-tempo dobrado

Abstract

This thesis presents problems, questions and research clues about intelligence technologies, the online Virtual Museums , in particular the virtual space of the Museum of the Republic in the potentiation of didactic mediations in the initial training of teachers in the Full Degree Course in Pedagogy of FACED/UFAM, aiming at the construction of knowledge about folded spacetime, in the implementation of the BNCC – National Common Curricular Base of History and Geography in the formation of children in the 5th year of Elementary School. The online virtual museums, in their defining conceptuais bases (virtualization, interactivity, connectivity, collaboration, mediation, heritage and memory), like the Museum of the Republic, are immersive, interactive and knowledge-building spaces, contemplating multiple languages, objects, knowledge and assemblage that enhance both the cultural formation of future teachers and, articulated to this base, the production and integration of specific knowledge of History and Geography. The main objective of this thesis was to analyze the fundamental ways in which the Museum of the Republic - RJ (virtual) enhances didactic mediations in the construction of knowledge about folded spacetime by the teacher in initial training in the Full Degree in Pedagogy Course – FACED/UFAM. Therefore, the Theory of Multiplicities and Cartography, by Michel Serres, based on his “philosophy of difference”, were the theoretical-methodological bases adopted in this Intervention-Research. Thus, pedagogical dispositif were constructed and methodological and pedagogical assemblages of Intervention Research were constructed, whose procedures used consisted of dwell the territory of Didactic Mediations and the virtual space of the Museum of the Republic, in which students from the four classes of Didactic Mediations, from the 6th period of the Pedagogy Course – FACED/UFAM, carried out a survey of heritage and knowledge “inventory”, through a specific Questionnaire, which enabled the construction of a tapestry of connections of folded spacetime, following Hermes, the “operator of the approximations” and inventor, in the philosophy of Serres, aiming at the experimentation and creation of a new Didactic Sequence focused on the construction of these connections by the child in the 5th year of Elementary School. In these experiments, the themes, objects of knowledge and skills of the BNCC of History and Geography were considered. We found that the virtual space of the Museum of the Republic is a mediator and enhancer of the development of progressive levels of knowledge about the folded spacetime, which are in line with processes of de-re-territorialization of the Museum of the Republic and of knowledge, by teachers in initial training that, through immersion, appreciation and exploration of this virtual space, articulated to methodological and didactic procedures, in addition to multiple languages, in History and Geography,turned into mestizo subjects, just like Arlequim, a character in the philosophy of Serres.