Da memória patrimonial às tradições regionais: a não formalidade educativa e o educador de museu

As preocupações educativas em contexto museológico devem assumir-se como uma prática discursiva corrente e encerra potenciais comunicativos muito enriquecedores para o processo de construção cultural e artística de todo o indivíduo. Têm sido preocupações assumidas pela própria legislação em vigor que relativamente às instituições museus, as proposições educativas não formais e a inclusão sociocultural têm de estar presentes nas suas preocupações, como instituição de interesse público que se considera. Este espaço é responsável pela preservação e conservação do património que integra o seu espólio, mas igualmente pelo estudo, análise e investigação, logo produtor de saber, para além da comunicação e estruturação de um pensamento reflexivo e crítico. Uma atitude que ultrapassa a responsabilidade pelo património material mas também pelo património imaterial. A atitude consciente e refletida por parte do educador de museu permite-lhe ser um profissional responsável e atento dessas potencialidades na divulgação dos valores patrimoniais nacionais e regionais, de memória e de tradição, isto é, mediador de conhecimento. O recurso às aprendizagens nas várias expressões artísticas transportam os envolvidos para as suas vivências, tornam-se meios facilitadores de superação, numa construção de identidade humana e criativa. (...)Educational concerns in a museological context should be assumed as a current discursive practice and contains very enriching communicative potentials for the process of cultural and artistic construction of every individual. Concerns have been assumed by the legislation in force that, in relation to museum institutions, non-formal educational propositions and sociocultural inclusion have to be present in their concerns, as an institution of public interest that is considered. This space is responsible for the preservation and conservation of the heritage that is part of its collection, but also for the study, analysis and investigation, therefore a producer of knowledge, in addition to the communication and structuring of reflective and critical thinking. An attitude that goes beyond responsibility for material heritage but also for intangible heritage. The conscious and reflected attitude on the part of the museum educator allows them to be a responsible and attentive professional of these potentialities in the dissemination of national and regional heritage values, of memory and tradition, that is, a mediator of knowledge. The use of learning in the various artistic expressions transports those involved to their experiences, they become a means of overcoming, in a construction of human and creative identity. In this constructive dynamic, contents, behaviors and knowledge are apprehended in a consistent dialogue between educational and training institutions. At a crossroads between perceptions and interactions that go beyond all traditionally delimited spaces, the project of museological contexts allows them to transpose their spaces and learning. The sociocultural and aestheticartistic representations are assumed as part of a creative, innovative and, simultaneously, perennial imagination for all involved. Not being a pioneer, the structured and implemented work by the educator from the Ethnographic Museum belonging to the Santa Casa da Misericórdia de Bragança, admittedly of merit, challenged us to this evaluative study. The activities planned under various themes (from carnival celebrations to craft activities, from spring to more commemorative dates) were implemented with various users of the institution (preschool children, 1.º CEB, users of the Special Education Center and the Residential Structure of Elderly People), intended to disseminate the local heritage to these audiences and understand the importance they attach to it. This is a qualitative study of a descriptive and interpretative nature, which used data collection registration grids, filled at the end of each activity, by direct consultation with the audiences present. From the analysis of the collected data, it is concluded that the subjects recognized the importance of the moments of sharing provided by activities related to traditional activities, acquisition of new knowledge, interiorization of normative values, overcoming fears for unknown customs. This analysis highlights the importance that older audiences attributed to these moments, referring that they saw them as a passage of testimony to younger audiences.