II Simpósio- artigos agrupados Editado ate pagina 1035

collection. As of this date, the spaces have diversified by theme and currently have the
following structure: (MHAM - headquarters, Floriano Teixeira Gallery, Museum of
Visual Arts and Museum of Sacred Art, Cafua Museum of Mercy - Negro Museum,
Desterro Church, Bom Jesus Chapel of the Navigators, Historical Museum of
Alcântara). It was used as theoretical contribution, Barbosa (2009), who has the
museum as a better possibility of learning than the school; Barbosa (2012), which
presents the issues of changing art education and restlessness; informal education can be
compared to learning that takes place at home, in the church, and in other non-instituted
social groups such as school. Objectives: Therefore, the museum can be a partner of the
curriculum (such as informal and complementary education) by offering the possibility
of educating without the rigidity instituted, through visits to museum spaces, linked to
projects in informal education. It reflects, therefore, on the cognitive, emotional and
social growth of individuals as subjects that belong to the environment that surround
them, strengthening the discourse of identity, as well as that advocated by Law 10.639 /
2003 on the teaching of Afro-Brazilian and African history and culture . Even though
informal spaces are not the subject of the Law that focuses on the school curriculum, it
strengthens the struggle for ethnic-racial equality, thus serving the goals of informal
education. Conclusion: the museum as a cultural space, is in the order of media
discourse as a possibility of educational technologies through cultural mediation,
particularly the broad structure of the MHAM, to which the Black Museum is part,
since this museum space is inserted in São Luís do Maranhão, in its Historical Center,
which has been World Cultural Heritage since 1997.
Keywords: Art-Education. Informal Education Space. Museology. Curriculum.
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