Publication: Concepto de inclusión social en museos de arte en Chile: percepciones de educadores/as, curadores/as y directores/as
Authors
Springinzeisz, Kata ; Cobos Bustamante, Daniela
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/rie.566461
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info:eu-repo/semantics/article
Description
Abstract
La inclusión entendida como proceso y finalidad debe recibir una atención especial por parte
de los museos y sus prácticas educativas, para poder atraer y apoyar a públicos más diversos. El
objetivo de este estudio es develar y describir cómo se concibe e implementa la inclusión social
en nueve museos de arte en Chile, por medio de entrevistas a sus profesionales de la educación,
curaduría y dirección y generar una reflexión a partir de los datos levantados. La investigación emplea un enfoque cualitativo con base en la Teoría Fundamentada y el paradigma del
Interpretativismo. Los instrumentos utilizados para levantar información fueron entrevistas
semiestructuradas y los/as participantes de estudio son 14 educadores/as, cinco curadores/as,
tres directores/as y una curadora-directora. Por medio de codificación y comparación de datos se
identificaron ocho categorías en relación con el concepto de inclusión: accesibilidad, diversidad,
relevancia de la seguridad, conciencia en la comunicación, conciencia política, habilidades relevantes, prácticas educativas no tradicionales y estructura de trabajo en el museo. Los resultados
evidencian la adaptación de las categorías a las prácticas y el funcionamiento de los museos
respecto al logro efectivo de la inclusión social.
Social inclusion in the context of art museums is often understood as the process whereby an art institution provides individuals with special attention from the staff and with adapted educational practices to attract and support a more diverse public. With this definition in mind, the present study aims to shed light onto how social inclusion is conceived and implemented in nine art museums in Chile, generating critical reflection through the analysis of data gathered from interviews with their educators, curators, and directors. To do so, this research applies a qualitative approach based on Grounded Theory and the paradigm of Interpretivism. The instruments used to collect information were semi-structured interviews conducted with the study’s participants—fourteen educators, five curators, three directors, and a curator-director. Through coding and data comparison, eight categories have been identified in relation to the concept of inclusion: accessibility, diversity, relevance of security, communication awareness, political awareness, relevant skills, non-traditional educational practices, and work structure in the museum. Results show the adaptation of the categories to the required practices and discuss the museums’ operational strategies for the effective achievement of social inclusion.
Social inclusion in the context of art museums is often understood as the process whereby an art institution provides individuals with special attention from the staff and with adapted educational practices to attract and support a more diverse public. With this definition in mind, the present study aims to shed light onto how social inclusion is conceived and implemented in nine art museums in Chile, generating critical reflection through the analysis of data gathered from interviews with their educators, curators, and directors. To do so, this research applies a qualitative approach based on Grounded Theory and the paradigm of Interpretivism. The instruments used to collect information were semi-structured interviews conducted with the study’s participants—fourteen educators, five curators, three directors, and a curator-director. Through coding and data comparison, eight categories have been identified in relation to the concept of inclusion: accessibility, diversity, relevance of security, communication awareness, political awareness, relevant skills, non-traditional educational practices, and work structure in the museum. Results show the adaptation of the categories to the required practices and discuss the museums’ operational strategies for the effective achievement of social inclusion.
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Citation
Revista de Investigación Educativa, V. 42, N. 1 (2024)
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