Margarida César

A museum is valued according to its collections, communication and knowledge exchange with visitors (Primo, 1999). Museums should be in dialogue with the public, contributing to their development (Skramstad, 2004) and collective memory (Wertsch, 2004). Social interactions and working in participants’ zone of proximal development (Vygotsky, 1934/1962) play an important role in non-formal learning opportunities that take place at museums. The National Museum of Natural History and Science (Lisbon University) offers weekly holiday programmes for children and teenagers, aiming at developing scientific literacy in intercultural and inclusive spaces and times, facilitating knowledge appropriation and social participation. We studied these programmes, assuming an interpretive approach (Denzin, 2002) and developing an intrinsic case study (Stake, 1995). The main participants were these children and teenagers, their parents, and museum educational agents. Data collecting instruments included observation, interviews, questionnaires, children and teenagers’ protocols and tasks inspired in projective techniques. Data treatment and analysis was based on a narrative content analysis (Clandinin & Connelly, 1998) from which inductive categories emerged (Hamido & César, 2009). Some examples illuminate participants’ expectancies, their engagement in activities, and the contributions of social interactions and non-formal education to the development of scientific literacy.

Collaborative project work facilitates social interactions among peers and between them and their teachers. It allows students to work in their zone of proximal development (ZPD), promoting their knowledge appropriation. It empowers adult students, allowing them to express their voices and their cultures. Inter-empowerment mechanisms are part of this process, facilitating the internalization of intra-empowerment mechanisms. Both of them shape students’ life trajectories of participation (César, 2013a). This work is part of the Interaction and Knowledge (IK) project. During 12 years (1994/1995–2005/2006) we studied and promoted social interactions in formal educational scenarios. We assumed an interpretative paradigm and developed an action-research project (three-year alternative curriculum, 7th–9th grades) and a 10-year follow up. The participants were the seven students who completed this course, their teachers, and other educational and social agents. Data collecting instruments included observation, interviews, informal conversations, tasks inspired by projective techniques, students’ protocols, and documents. Data treatment and analysis were based on a narrative content analysis. The results are mainly focused on one student: Ernesto. His legitimate participation in this course facilitated his inclusion in school and in society. It promoted his socio-cognitive and emotional development and allowed him to internalize intra-empowerment mechanisms. This enabled him to improve his life trajectory of participation.