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Community Museums: Dialogical Spaces for Knowledge Creation, Mobilization and Income Generation for Marginalized Citizens in Brazil

image of Community Museums: Dialogical Spaces for Knowledge Creation, Mobilization and Income Generation for Marginalized Citizens in Brazil

This Chapter invites the reader to a journey to São Paulo, Brazil to explore the potentialities of community museums in: a) representing pedagogical sites, where local knowledge is co–constructed and mobilized; and b) providing income generation for socially excluded citizens. In the next sections, we will learn how 20 members of the National Recycling Social Movement (MNCR), produced their artworks and curated a community museum that quickly garnered the attention of politicians, the media, and the general public. Arts–based research framed participants' experiences during the art-making process and curatorship, while exploring the politics and the learning that goes on in community museums.

Keywords: art education for social change ; catadores ; environmental agents ; Environmental education ; environmental justice ; Museum Hacking ; recycling cooperatives ; social movement ; social movement learning ; visual arts education ; waste pickers

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References

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  2. Bounia, A. (2017). Cultural societies and local community museums: A case study of a participative museum in Greece. Zarządzanie w Kulturze, 18, 29–40.
     [Google Scholar]
  3. Brooks, M. L. (2003). Drawing, thinking, meaning, TRACEY. University of Loughborough.
     [Google Scholar]
  4. Brooks, M. L. (2005). Drawing as unique mental development tool for young children: Interpersonal and intrapersonal dialogues. Contemporary Issues in Early Childhood, 6(1), 80–91.
     [Google Scholar]
  5. Clover, D. E. (2011). Successes and challenges of feminist arts-based participatory methodologies with homeless/street-involved women in Victoria. Action Research, 9(1), 12–26.
     [Google Scholar]
  6. Clover, D. E. (2015). Adult education for social and environmental change in contemporary public art galleries and museums in Canada, Scotland and England. International Journal of Lifelong Education, 34(3), 300–315.
     [Google Scholar]
  7. Clover, D. E. , Stalker, J. , & McGauley, L. (2004). Feminist popular education and community leadership: The case for new directions. In Adult education for democracy, social justice and a culture of peace: Proceedings of the International Gathering of the Canadian Association for the Study of Adult Education and the Adult Education Research Conference. University of Victoria.
  8. Cole, A. L. , & McIntyre, M. (2003). Arts-informed research for public education: The Alzheimer's Project. Proceedings of the Canadian Association for the Study of Adult Education (CASAE). Dalhousie University/University of King's College, Halifax, Nova Scotia.
  9. Deleuze, G. , & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. University of Minnesota Press. (Original work published 1980)
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  11. Freire, P. (1978). The pedagogy of the oppressed. Seabury.
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  13. Gutberlet, J. (2011). Waste to energy, wasting resources and livelihoods. In S. Kumar (Ed.), Integrated waste management (pp. 110–113). InTech.
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  14. Huss, E. , & Cwikel, J. (2005). Researching creations: Applying arts-based research to Bedouin women's drawings. International Journal of Qualitative Methods, 4(4), 44–62.59
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  18. Monk, D. , de Oliveira Jayme, B. , & Salvi, E. (2019). The heart of activism: Stories of community engagement. Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning, 5(2), 61–78.
     [Google Scholar]
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     [Google Scholar]
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     [Google Scholar]
  21. Scott, S. M. (2001). Transformative learning. In T. B. Stein & M. Kompf (Eds.), Craft of teaching adults (pp. 152–160). Culture Concepts Books.
     [Google Scholar]
  22. Silverman, D. (2000). Doing qualitative research: A practical handbook. Sage.
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  23. Tremblay, C. (2013). Towards inclusive waste management: Participatory video as a communication tool. ICE Journal of Waste and Resource Management, 66(4), 177–186.
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