Museum-school-society relations: domination or transformation?

Abstract

The chapter Museum–School–Society Relations: Domination or Transformation critically examines the role of museums and schools as cultural and educational institutions embedded in society's symbolic disputes. Beginning with a discussion of ideology and culture in museums and schools, the text highlights how these institutions have historically helped legitimize hegemonic narratives, naturalize social inequalities, and reproduce symbolic domination. At the same time, it problematizes these spaces as fields of possibility in which critical educational practices can foster awareness, social participation, and the exercise of citizenship. The museum–school relationship is thus understood dialectically, situated between the reproduction of existing social structures and its transformative potential. Finally, the chapter analyzes Brazilian experiences that challenge this relationship, emphasizing initiatives that seek to break with traditional approaches by valuing cultural diversity, social memory, and dialogue with local communities. The chapter concludes that relations between museums, schools, and society are not neutral but are shaped by political and pedagogical projects, which may either reinforce mechanisms of domination or contribute to educational practices committed to social transformation.