EDUCACIONAL ACTION IN CULTURAL SPACES: SOCIO-HISTORICAL PERSPECTIVES IN DEBATE

ABSTRACT

The paper proposes problematizing learning and mediation categories referring to people with disabilities in cultural locations, and aims to uncover the specificity related to learning during artistic and aesthetic development, while also discussing art, activity and accessibility from the perspective of Historical-Cultural and Historical-Critical Pedagogy. The methodological approach emerges from the analysis of bibliographical studies and reports from meetings of the Família no Museu project that took place between 2012–2019, revealing the need broadenthe programs and studies in this field.

Keywords
Family; Museum; Inclusion; Arts; Mediation