Art/education from the decolonial perspective in museal spaces and the diversity of narratives and knowledge

Abstract

The museum space was configured as a space responsible for safeguarding memories. Over time, the museum institution underwent transformations and among these transformations, there was a greater incorporation of its educational character. As noted by museology researchers, the educational function of the museum becomes the main function performed, starting to assume an educational role when using its space and processes in order to promote actions that lead to the social, political and historical reflection of a period. In contemporary times, as we can reflect through the perspective of Social Museology, when addressing art / educational practices that review the epistemology of domination and subordination, we can promote the inclusion of previously excluded narratives, expanding the visitor’s perception. In this sense, as will be argued, the art / educational performance in the museum space, if it is destined for social transformation, needs to take a decolonial direction.