O MUSEU DE ARQUEOLOGIA DA UNIVERSIDADE FEDERAL DE MATO GROSSO DO SUL: CONTRIBUIÇÕES PARA A EDUCAÇÃO AMBIENTAL

Abstract

The dissertation investigates the role of the UFMS Archaeology Museum (MuArq) as a non-formal educational space for Critical Environmental Education. The study aims to understand how the museum's archaeological collection and interactive activities can raise public awareness about the relationship between humanity and nature. The research adopts a qualitative and exploratory approach, based on content analysis and the perception of members of the Interinstitutional Commission on Environmental Education of Mato Grosso do Sul (CIEA/MS) regarding MuArq’s role.The dissertation follows a multipaper format and is structured into three main chapters: 1º Relationship between Museums, Critical Environmental Education, and CIEA – Discusses the importance of museums as educational spaces and their interaction with public policies on Environmental Education. 2º Perception of Environmental Education at MuArq – Analyzes how the public and environmental educators perceive the museum as an educational tool. 3º Proposals for an Environmental Education Plan at MuArq – Suggests pedagogical strategies to integrate Environmental Education into the museum space, including the creation of an educational book. The results show that MuArq can significantly contribute to Environmental Education by linking the preservation of archaeological heritage with critical reflections on sustainability and cultural identity. Moreover, the study highlights the need for better alignment between Environmental Education guidelines and museum activities, reinforcing the museum’s role in building collective environmental awareness. The dissertation concludes that integrating museums with Critical Environmental Education has transformative potential, fostering new forms of learning and ecological awareness. The research also identifies challenges such as the lack of representation of traditional communities in educational initiatives and the need to strengthen public policies aimed at non-formal education spaces.