Definition or concept? Translating an brazilian museum education in emergence

Abstract

This work iniciates from the discussion that considers Museum Education as a field in the process of consolidation and emergence. In this sense, it aims to position the term “museum education” through the translation procedure, following two distinct yet complementary paths: definition and concept. As a definition, the term is regarded as a common-field of practice and it is translated in the convergent direction of public policies, re-signifying other historically used terms. As a concept, the term is considered emergent and is therefore translated as a open concept, grounded in an insurgent theoretical-methodological basis. Through an epistemological cartographic exercise, the work seeks to investigate the contours of a territory in the process of development. Both paths point to the consolidation of the field through a political act of recognition.